MANUAL 




FOR 



ounty Institutes 



Territory of New Mexico I 



1910 




Published by the 

Terpitorial Board of Education 



he Teacher's 

believe in boys and girls, the men and womei 
great tomorrow; that whatsoever the boy 
shall reap. I believe in the curse of ignora^ 
of schools; in the dignity of teaching, and in the joy of | 
ing others. I believe in wisdom as revealed in l^arnaji;, 
as well as in the pages of the printed book, in 
not so much by precept as by example; \\ 
with the hands as well as to think with th< 
thing that makes life large and lovely. I bel 
in the school room, in the home, 
doors. I believe in laughter; in If 
and distant hopes that lure us on. I' 
of every day we receive a just ref/BvAWt &\ 
we do. I believe in the present and its opporti 
future and its promises: and in the divine joy of living." 

-EDWIN GROVER. 



■"■'I 



'V, 









1910 



MANUAL 



FOR 



COUNTY INSTITUTES 



TERRITORY OF NEW MEXICO 



COMPILED BY 

C M. LIGHT, T. W. CONWAY, J. E. CLARK 



Ko^ lAWol^. PUBLISHED BY THE 

TERRITORIAL BOARD OF EDUCATION 

SANTA FE. N. M. 



1910 

THE OPTIC PUBLISHING COMPANY 
EAST LAS VEGAS. N. M. 












IX 



N^^ 



TABLE OF CONTENTS 



Introduction 3=6 

Song — New Mexico 7 

To Institute Workers 8-10 

The County Institute (Legal Phase) ; 10-13 

Legally Qualified Teachers 13 

Certification of Teachers 14-18 

Teachers Reading Circle 19-20 

Adapted Text Books 21-28 

Daily Program for Institutes ' 29-30 

Rules for Conducting Examinations 31-34 

PART I— ADVANCED COURSES 

Arithmetic 37-46 

Language and Grammar 47-56 

Geography : 57-61 

Reading 62-66 

Physiology • • 67-71 

United States History 72-77 

Civics 78-82 

Pedagogy ' 83-92 

School Management 93-102 

Orthography 103-106 

Penmanship ' 107 

Psychology 108-113 

Physics ; 114-116 

PART II- ELEMENTARY COURSES 

Arithmetic 119-127 

Language and Grammar 127-131 

Geography . '. 132-136 

Orthography 137-143 

Physiology 144-150 

Penmanship 151-156 

Reading 157-162 

PART III— SUPPLEMENTARY OUTLINES 

School Managerment 165-171 

Blackboard Reading Lessons 172-177 

Physical Training . 178-181 

Elementary Agriculture 182-186 

Civics for New Mexico . 187-196 



New Mexico Educational Directory 



/. E. Clark, Superintendent of Public Instruction. 
Acasio Gallegos, Assistant. 

TERRITORIAL BOARD OF EDUCATION. 

Meetings — Second Friday in September, December, March 
and June. 

Gov. William J. Mills, President Santa Fe 

J. E. Clark, Supt. Public Instruction, Secretary .... Santa Fc 

E. McQueen Gray Albuquerque 

C M. Light Silver City 

Francis Marnane Santa Fe 

W. E. Garrison Agricultural College 

T. W. Conway Raton 

W. G. Haydon E. Las Vegas 

Das Sanchez Wagon Mound 

HEADS OF TERRITORIAL INSTITUTIONS. 

E. McQueen Gray, President University of New Mexico 

Allbuquerque 

W. E. Garrison, President Agricultural College 

Agricultural College 

B. S. Gowen, President New Mexico Normal Univer- 

sity East Las Vegas 

C. M. Light, President New ^exico Normal School .... 

Silver City 

E. A. Drake, President New Mexico School of Mines. . 

Socorro 

Maj. J. W. Wilson, Superintendent New Mexico Military 

Institute Roswell 

Mrs. Georsre Dixon, Vice Principal Spanish-American 

Normal El Rito 



4 EDUCATIONAL DIRECTORY 

W. C. Connor, Jr., Superintetident School for Deaf and 

Dumb c Santa Fe 

R. R. Pratt, Superintendent New Mexico Institute for 

che Blind Alamogordo 

William Kirkpatrick, Superintendent Reform School 

c . Springer 

E. L. Hewitt, Director of School of Archaeology . . Santa Fe 

SUPERINTENDENTS OF CITY SCHOOLS. 

Albuquerque W. D. Sterling 

East Las Vegas Rufus Mead 

Clovis . W. A. Poore 

Raton T. W. Conway 

Roswell M. H. Brasher 

Santa Fe J. A. Wood 

Tucumcari G. A. Danforth 

PRINCIPALS OF INCORPORATED TOWNS. 

Arcesia W. L. Bishop 

Alamogordo Chas. D. George 

Aztec ... ..... W, G. Russell 

Carlsbad V. L. Griffin 

Clayton ' J. C. Campbell 

Deming J. F. Doderer 

Farmington L. M. Garrett 

Gallup R. W, Twining 

Hagerman D. A. Paddock 

Las Cruces J. H. Wagner 

Las Vegas > Anna J. Rieve 

Silver City W. B. McFarland 

Socorro C. L. Davis 

PRINCIPALS OF UNINCORPORATED TOWNS. 

Amistad Ida Melton 

Belen " Mrs. Nora Brumback 

Capitan Mrs. G. W. Smithson 

Cerrillos C L. Miller 

Chama H. Ross Wood 

Cimarron Cornelia Burke 

Carrizozo E. B. Chapman 



EDUCATIONAL DIRECTORY 5 

Central Clarence Link 

Dawson C. E. Grover 

Dayton H. G. Howard 

Dexter S. L. Herriott 

Elida A. E. Raidle 

Espanola . Ola Gilbert 

Estancia T. N. Russell 

Folsom Geo. L. Fenlon 

Gibson Martha E. Savage 

Heaton W. M. Marvin 

liillsboro J. E. Williams 

Kelly P. A Marcellino 

Kenna • W. F. Irwin 

Kirtland A. B. Bailey 

Lakewood B. F. Kaiser 

Lake Arthur Carrie Childress 

Lincoln O. T. Nye 

Logan R. E. Galloway 

Lordsburg H. B. Copeland 

Magdalena Joseph Daley 

Manzano Reta Matchews 

Melrose . . . . : ; P. A. Grove 

Montoya T. M. Spriggs 

Mountainair Margaret Trimble 

Nara Visa . . : Willliam Buffman 

Old Albuquerque Belva McCreed}- 

Portales Ben Smith 

I'inos Altos .^ Mrs. Griswold-A^dams-Bisby 

Roy , O. H. Kerns 

San Marcial Mrs. M. S. Kelly 

Santa Rita Ella Smith 

Santa Rosa Frank Morris 

Springer : R. C. Bonne}' 

Tierra Amarilla Laura Whidock 

laiban .-^ Cora Freeman 

1 exico : . . . H. M. Pile 

lorreon Lola B. Geisler 

Tularosa R. S. Tipton 

Willard , J. L Ferguson 

Wagon Mound James Ellison 



6 EDUCATIONAL DIRECTORY 

COUNTY SCHOOL SUPERINTENDENTS. 

Bernalillo A. B. Stroup, Albuquerque 

Chaves C. C. Hill, Roswell 

Colfax Mrs. Josie Lockard, Raton 

Curry L. C. Merstelder, Clovis 

Eddy A. A. Kaiser. Carlsbad 

Dona Ana Vincent May, Las Cruces 

Grant Colin P. Neblett, Silver City 

Guadalupe George Burch, Santa Rosa 

Lincoln John A. Haley, Carrizozo 

Luna Ney B. Gorman, Deming 

Mora '. Bias Sanchez, Wagon Mound 

McKinley M. Picard, Gallup 

Otero L. Simms, Alamogordo 

Quay C. S. Cramer, Tucumcari 

Rio Arriba J. M. Chavez, Abiquiu 

Roosevelt Mrs. S. F. Culberson, Portales 

Sandoval Bonifacio Montoya, Bernalillo 

San Juan M. F. Fifield, Aztec 

San Miguel M. F. Desmarais, Las Vegas 

Santa Fe . .John V. Conway, Santa Fe 

Sierra J. P. Parker, Hillsboro 

Socorro J. A. Torres, Socorro 

Taos Isaac W. Dw^ire, Taos 

Torrance Charles Burt, Mountainair 

Union Joseph Gill, Clayton 

Valencia Jesus C. Sanchez, Tome 



' 



INTRODUCTION 



SONG— NEW MEXICO 



(Arranged from Byer's Song "Iowa" and dedicated to James 
Elton Clark, upon his assuming the duties of Territorial 
Superintendent, March i, 1907.) 

Tune: Maryland, My Maryland. 
You ask what land I lov.e the best, 
New Mexico^ New Mexico. 
The fairest land of all the west. 

New Mexico, New Mexico. 
See yonder Rio Grande's stream. 
Whose rolling waters brightly gleam, 
O, fair it is as poet's dream. 

New Mexico, New Mexico. 

Alfalfa fields and tasseled corn. 

New Mexico, New Mexico. 
Where plenty fills her golden horn, 
New Mexico, New Mexico. 
See how her wondrous mountains shine 
To yonder sunset's purple line, 
O happy land, O land of mine, 

New Mexico, New Mexico. 

We read the story of thy past, 

New Mexico, New Mexico. 
What wondrous deeds, what fame thou hast, 

New Mexico, New Mexico. 
So long as time's great cycle runs, 
Or nations weep their fallen ones, 
Thou'll not forget they patriot sons. 
New Mexico, New Mexico. 
—Mrs. Geo. Dixon, El Rito, New Mexico. 



TO THE INSTITUTE WORKERS 



Probably no institute manual was ever prepared which 
thoroughly^ pleased all conductors, instructors and attendants 
upon the County Institutes. We have no genuine hope that 
tliis manual will prove tO' be an exception in this regard to 
those that have gone before. Our pamphlet for 1908 brought 
more general, enthusiastic and favorable comments than any 
other previously published by the Territorial Board of Edu- 
cation, but there are some leading institute workers who have 
called for outlines containing more of the professional phase 
of the various subjects, more emphasis upon method in the 
courses prepared for the first and second grade applicants, 
and it is in response to this suggestion that the Manual for 
1909 was issued. So well did the latter seem to fulfill its mis- 
sion that the committee decided to make very few changes in 
the manual for the present year. 

It will be noted that the outlines in Part I are prepared for 
first and second grade applicants who attend the regular two 
weeks' institute. In Part III are outlines which may be ad- 
ded to those in Part i and combined for daily assignment when 
conditions warrant doing so. In some institutes the teachers 
are so well prepared and so interested in the work that the in- 
structors find it very profitable to assign for discussion many 
topics not found in the regular outlines. 

Part II is prepared for third grade applicants, and especially 
those who attend the four weeks' institute, in which there are 
to be twenty-two days of actual class work. Twenty lessons 
are prepared, but with frequent reviews and at least two writ- 
ten lesson periods which we would strongly recommend, we 
are quite sure that the outlines will present sufficient material. 
In the two weeks' institutes, the third grade applicants are ex- 



INTRODUCTION 9 

pected to take the courses in Part II, but, of course, the work 
cannot be so thoroughly done. 

Part III, as stated in the foregoing, may, in a measure, be 
presented in connection with Part I, but the instructors will 
fmd much material in these outlines which may very properly 
and profitably be presented during the General Exercise 
Period. 

We would emphasize the fact that the courses in the Man- 
ual are to be followed closely. Some institute workers are in- 
clined to TALK TOO MUCH. They fail to realize that the 
institute is a model school, and that the best instructor is the 
one who uses only a few words in getting the class members 
to make full recitations. Careful preparation should be made 
daily by the instructor or conductor, clear lesson assignments 
should be made, every member o<f the class should be re- 
quired to present his work in good form, the art of questioning 
should be given close attention; in fact, the daily class work 
should be such as is found in the critic departments of a nor- 
mal school. The questions given in the examinations held at 
the close of the institute are to be based on the outlines of the 
Manual, and the instructor cannot afford to sacrifice any time 
from the daily program, all of which- is to be given to the out- 
lines presented. 

Note the following: 

Assign permanent seats. 

Prepare a daily register. 

Insist upon punctuality and regular attendance. 

Make tne opening and general exercises interesting. 

Sing often. 

Adhere to gaod form in class movements. 

Study the framing of your questions. 

Secure well formed answers. 
Hold each class member responsible for each lesson as- 
signed. 

If you must put off some question until "tomorrow," be 
sure to bring it up. 

Don't "lecture" except at some evening meeting or after 
hour? 



10 INTRODUCTION 

Give the full time of the daily program to the work of 
the outlines. 

In all third grade classes, give special attention to subject 
matter, but emphasize method in reading (combination of 
word, sentence and phonetic. ) Discourage the use of the the 
alphabet method. 

At the close of the institute, organize the teachers and 
others into a County Educational Association, and set the 
date for the first meeting. See that a wise program commit- 
tee is selected. 




Territorial Superintendent of Public Instruction. 
Santa Fe, New Mexico, May ist, 19 lo. 



THE COUNTY INSTITUTE 



(Legal Phase) 

Section V"L School Laws, Session of 1907. (Amended 
by section 6, Chapter 121, Laws of 1909). Teachers' Insti- 
tutes. 

The County Superintendents of Public Schools shall hold, 
or cause to be held, annually, in their respective counties, for 
a term of not less than two weeks, a Teachers' Institute, for 
the instruction of teachers and those desiring to teach. The 
County Superintendent of Public Schools, with the advice and 
consent of the Territorial Superintendent of Public Instruction, 
shall determine the time and place of holding such institutes 
and shall select conductors and instructors for the same and pro- 
vide for the compensation thereof. No person shall be selected or 
shall serve as conductor or instructor who does not hold a cer- 
tificate from the Territorial Board of Education authorizing 
him or her to do so. It shall be compulsory upon all persons 
who expect to teach in any school district, independent dis- 
trict or incorporated town, city or village to attend at least 
two weeks of the county institute or to show a certificate of at- 
tendance upon some county institute or summer school ap- 
proved by the Superintendent of Public Instruction, held with- 
in the year. Teachers who hold third grade certificates or 
])ermits to teach, and who have taught at least three months 
of school during the twelve months previous to the time of 
holding any County Institute, may, upon attendance upon a 
county institute for a full term of four weeks, receive the sum 
of fifteen ($15.00) dollars from the Treasurer of the Terri- 
tory, upon the order of the Territorial Auditor, of the funds 
arising from the rental or sale of the common school lands of 
the territory, upon presenting to the Territorial Auditor a cer- 
tificate from the County Superintendent, in which the institute 



12 INTRODUCTION 

is held, and signed by the institute conductor and the Terri- 
torial Superintendent of Public Instruction, certifying that 
said teacher has complied with the provisions of this act ; pro- 
vided., any person, or persons, who may fail to attend by 
reason of sickness or other good and sufficient excuse rendered 
to the County Superintendent, and approved by him and by 
the Superintendent of Public Instruction, may be excused 
from such attendance; provided, further, that the Territorial 
Board of Education is hereby empowered to excuse such per- 
sons from attending the county teachers' institute as in its 
judgment it deems eminently qualified tO' teach by reason of 
their professional scholarship and training ; and that nothing 
herein contained shall make it compulsory for cities which en- 
gage a city superintendent of schools who gives at least half 
ct bis time to direct supervision to hold such institutes. 

The Territorial Board of Education is hereby empowered 
to issue a course of study for the Teachers' Institute. Au- 
thority is hereby conferred upon the Territorial Superintend - 
>€nt of Public Instruction to authorize the County Superiniend- 
ent in any county wherein the conditions are such as to make 
it expedient to do so, to hold joint county teachers' institutes 
at such place as may be most convenient tO' all parties con- 
cerned, and when such power is delegated to a County Super- 
intendent, the expense of such institute shall be equitably di- 
vided by the County Superintendents, subject to approval by 
the Superintendent of Public Instruction, among the counties 
participating therein. For the purpose of meeting the ex- 
pense of the County Teachers' Institutes, County Treasurers 
of Class "A" shall set apart annually from the general school 
fund of their respective counties not less than one hundred 
($100.00) dollars; in counties of class "B" not less than 
seventy-five ($75.00) dollars for such purpose; and in coun- 
ties of Classes ''C", "D,,' and "E", not less than fifty ($50.00} 
dollars for such purpose. Provided that in counties where an 
institute is held for a. full termi of four weeks the County 
Treasurer shall set aside at least fifty ($50.00) dollars more 
than that already provided for institute purposes. At each 
session of the teachers' institute che County Superintendent, 
tipon the advice and consent of the Superintendent of 
Public Instruction shall collect from each person in attendance 
a fee of not less than one ($1.00) dollar, nor more than three 



INTRODUCTION 13 

($3.00) dollars. The money thus collected and set apart shall 
be known as the ''County Teachers' Institute Fund," and the 
County Treasurer shall be its custodian, but he shall not re- 
ceive any of it for his services in receiving it, or as custodian 
thereof. All disbursements of the teachers' institute fund 
shall be upon order of the County Superintendent, counter- 
signed by the Superintendent of Public Instruction, and no or- 
der shall be drawn on said fund, except for services rendered 
and expenses actually incurred in connection with teachers' 
institutes, but the legitimate expenses incidental to conducting^ 
examinations ordered by the Territorial Board of Education 
shall be considered as expenses in connection with the teachers' 
institute. Provided that the Territorial Board of Educaiion 
shall have the power to waive the holding of any County Nor- 
mal institute where authorized summer schools are held and im 
counties adjacent thereto. 

A LEGALLY QUALIFIED TEACHER. 

Section VIII. — School Laws, Session of 1907. 

A legally qualified teacher, to teach in any school district, 
or incorporated town, city, village,- or independent district, 
shall be one who has been certificated as prescribed by this aci, 
and who possesses a certificate of attendance upon some .county 
teachers' institute or summer school, approved by the Superin- 
tendent of Public Instruction, held within twelve months, or 
has an approved excuse for non-attendance. Any County 
School Superintendent, member of a board of school directors, 
member of a board of education, county treasurer, or other 
person, who shall directly or indirectly cause the public school 
funds to be paid for teachers' services to any other person than 
a legally qualified teacher under the provisions of this act, 
shall be guilty of a misdemeanor, and upon conviction thereof 
shall be fined .in the sum of not less than one hundred 
($100.00) dollars, nor more than five hundred ($500.00) dol- 
lars for each and every offense, and may be removed from of- 
fice in the manner provided by law. 



14 INTRODUCTION 

CERTIFICATION OF TEACHERS. 

A person may become legally qualified to teach as follows : 

I. By securing a county first, second or third grade certi- 

cate in any one of the following ways : 

A. By examination before the county superintendent 

at the close of the summer institute or at other 

dates set by the Territorial Board of Education. 

Institutes are usually held in August for two 

weeks. The County Superintendent forwards all 

examination papers to the office of the Territorial 

Superintendent of Public Instruction for grading. 

B. By presenting to the Territorial Board of Educa- 
tion satisfactory credits from Territorial Educa- 
tional Institutions in those branches prescribed for 
the county certificates. 

C. By securing endorsement by the Territorial Board 
of Education of unexpired certificates granted in 
certain states or territories. This applies to cer- 
tificates equivalent, at least, to our county first 
grade certificate. Certificates of first grade or 
better are endorsed from Nebraska, Kansas, Okla- 
homa, Wyoming, Minnesota, Michigan and Mis- 
souri. Applicants with certificates from states not 
in this list must stand examination or submit cred- 
its from schools attended. 

D. By completing s pecified courses in specified 
schools. 

E. By graduating from the full course at St. Michael's 
College. 

II. By securing territorial certificate (three year, five year, 
or life) from the Territorial Board of Education 
in one of the following ways — 

A. By satisfactory examination before the Territorial 
Board of Education in subjects hereinafter 

named. 

B. By securin,8f the endorsement by the Territorial 
Board of Education of certificates granted in cer- 
tain states or territories. (See C under I). 

C. By presenting to the Territorial Board of Educa- 



INTRODUCTION 15 

tion satisfactory credits from approved educational 
institutions in the United States. Application blanks 
and blanks for transcript of credits will be senc 
upon request. Transcripts must be certified by 
authorized persons in schools attended. 

III. By securing a permit to teach from the county superin- 

tendent or the Superintendent of Public Instruc- 
tion. These are issued to meet emergencies only 
and expire on the date of the next regular exam 
ination of teachers. 
N. B. — In addition to the provisions of I, II and III, it is 
necessary, in order that one draw public money for 
services as teacher, to present a certificate of at- 
tendance upon the annual institute or an approved 
summer school, or to present an accepted excuse 
for non-attendance. A health certificate must be 
presented also. 

IV. By meeting the requirements specified by city boards of 

education. Each city is a law unto itself in the 
matter of certificating its teachers, but certificates 
issued by a city board are legal only in the city 
where issued. Teachers in high schools and teach- 
ers of special branches, such as art and music, ob- 
tain their certificates as other city teachers do. 



COUNTY CERTIFICATES. 

Candidates for third grade certificates shall be examined 
in the following branches: Reading, Penmanship, Orthogra- 
phy, Geography, English Grammar and Composition, Physi- 
ology and Arithemtic. Third grade certificates are recognized 
for one year in any county in the Territory, and are granted 
on lower percentages than are required for second grade cer- 
tificates. 

Candidates for second grade certificates shall be examined 
in the following branches : Reading, Penmanship, Orthogra- 
phy, English Grammar and Composition, Geography, Arith- 
metic, Physiology, United States History, and an Elementary 
Course in Teaching and School Management. An applicant, 
to be entitled to a second grade certificate, must obtain a gen- 



16 INTRODUCTION 

* 

eral average as high as 75 per cent, with no grade in any one 
branch lower than 50 per cent. Second grade certificates are 
recognized for two years in any county in the Territory. 
Standings of 90 per cent or more in subjects on an unexpired 
second grade certificate may be accepted in granting a first 
grade certificate. 

The law fixes the maximum salary for holders of permits 
and third grade certificates at fifty dollars; for holders of 
second grade, seventy-five dollars. 

Candidates for a first grade shall be examined in Reading, 
Orthography, English Grammar and Composition, Penman- 
ship, Geography, United States History, Physiology, Civil 
Government, Arithmetic, the Elements of Pedagogy — com- 
prising a knowledge of School Management and Theory and 
Practice of Teaching — Elementary applied Psychology, and 
one of the following branches : Elementary Algebra, Element- 
ary Botany, Elementary Zoology, Elementary Physics, or Ele- 
mentary Bookkeeping. To be entitled to said first grade certifi- 
cate the applicant must receive "a general average as high 
as 90 per cent, with no< grade in any one branch lower than 
75 per cent." These certificates are recognized for three years 
throughout the Territory, and at the discretion of the County 
Superintendent and upon the approval of the Territorial Su- 
perintendent of Public Instruction may be renewed once, if 
presented before the date of expiration. 

Candidates for the first and second grade certificates shall 
r.*e examiried upon the same sets of questions ni so far as che 
subjects are the same. 

County and state certificates of a standard equivalent to 
that ])res''riLed for a certificate issued by this Board, not lower 
than a county first grade, may be endorsed by the Superin- 
tendent of Ptiblic Instruction as county first grade certificates, 
hmited to one year. Such one year certificates may be ex- 
tended by the Territorial Board of Education upon receipt of 
satisfactory evidence of one year's successful teaching. 



TERRITORIAL CERTIFICATES. 

In the administration of the law concerning the granting 
of territorial certificates the Territorial Board of Education 



INTRODUCTION 17 

makes its own rules. The following are the present rules : 

Three grades of territorial certificates are granted, one for 
three years, one for five years, and one for life. 
" A territorial tliree year certificate may be granted to a can- 
didate ])t.esent\r,g any four credits (a credit sliall consist of 
five forty-five r*7nute recitations a week for a period of thirty- 
six ^v€eks or its equivalent), named in Group II following, and 
all credits in Group I, except Observation (1-2), Praciice 
(i)"; provided, however, that equivalents will be accepted for 
and credit in Group II, and for -any credit in Group I, except 
■'Psychology (i). History of Education, including a general 
knowledge of the following school systems — the German, the 
French, the United States, the New Mexico (1-2), School 
Management, Administration and School Economics (1-2), 
General Methods (1-2), Special Methods in Reading, Geog- 
raphy, Language, Spelling and Primary Arithmetic (i)." 

After three years of successful experience the holder of 9 
territorial three year certificate may be granted a territorial 
five-year certificate. 

A persoij who has all the credits in Group I following and 
any four credits selected from Group II shall be considered as 
having the legal qualifications for a territorial five-year certi- 
ficate ; provided, however, that equivalents will be accepted 
tor any credit in Group II, and for any credit in Group I, 
except "Psychology (i). History of Education, including a 
general knowledge of the following school systems — the Ger- 
mn, thea French, the United States, the New Mexico (1-2), 
School Management (1-2), General Method (1-2), Special 
Methods in Reading, Geography, Language, Spelling and Pri- 
mary Arithmetic (i)." Practice teaching shall be construed 
as consisting of actual teaching in elementary school under the 
supervision of a critic teacher. Five year certificates may be 
renewed for three years, if such certificates were not issued as 
extensions of three year certificates. 

Twenty-seven school months of four weeks each of success- 
ful teaching will be accepted in lieu of the half-year of obser- 
vation and the one year practice teaching specified in Group I. 

On presentation of four credits in addition to those upon 
which the five year certificates are granted, approved by the 
Territorial Board of Education, a holder of a territorial five 



18 INTRODUCTION 

year certificate, after five years of successful experience, may 
be granted a territorial life certificate. 

An applicant will not be granted a county certificate or a 
territorial certiifcate, except an honorary life certificate, unless 
his application is accompanied by a statement of the grades re- 
ceived in the branches prescribed, certified to by the proper au- 
thorities. 

A fee of three dollars ($3.00) is charged for the three years' 
and the five years' certificates and ten dollars ($10.00) for 
the life certificate. DO' not remit until after having received 
notice of favorable action upon your application. 

GROUP I. 

Arithmetic Review (with a view to teaching) ( i ), Geometry 
(i). Zoology (1-2), Algebra (i), English Grammar Review 
(with a view of teaching) (i), Composition and Rhetoric 
( I ) , History of English. Literature and English and American 
Classics (2), United States History (1-2), Civics (1-2), Gen- 
eral History (i), Physiology and Hygiene (1-2), Botany 
(1-2), Physical Geography (1-2), Psychology ( i ), ^History of 
Education, including a general knowledge of the following 
school systems — the German, the French, the United States, 
and the New Mexico (1-2), School Management (1-2), Gen- 
eral Method (1-2), Special Method in Reading, Geography, 
Language, Spelling and Primary Arichmetic (i), Observation 
(1-2), Practice (i). 

GROUP IL 

Latin (2), (3), or (4), Spanish (2), Greek (2), German 
(2), Trigonometry (1-2), Sociology (1-2), Ethics (1-2), Ge- 
ology (1-2), Astronomy (1-2), Commercial Law (1-2), Eng- 
hsh History (1-2), Chemistry (i). Bookkeeping (1-2}, 
Physics (i), Calculus (1-2). 



INTRODUCTION 19 

NEW MEXICO TEACHERS' READING CIRCLE 
ANNOUNCEMENT FOR 1909-10. 



(For full information write to the secretary of ihe Reading 
Circle, Rupert F. Asplund, Santa Fe, N. M.) 

The Reading Circle year began September first, 1909. and 
v^ill close August thirty-first, 19 10. 

COURSE^. 

Books to be read during the year 1909-10: 

1. Civics and Health, published by Ginn & Co., Chicago. 
111. Price, $1.25. 

2. Teaching a District School, published by the American 
Book Co., Chicago, 111. Price Si. 00. 

3. The Recitation, published b)^ the J. B. Lippincott Com- 
pany, Philadelphia, Pa. Price $1.10. 

Civics and Health will be read by all the members. 

Teaching a District School is intended for teachers holding 
permits, third grade certificates and for all who are working 
for second grade certificates. 

The Recitation .\s> for holders of territorial certificates and 
for those who have or are working for first grade certiifcates. 

CREDIT. 

At a meeting of the Territorial Board of Education, held 
March 24th and 25th, 19 10, the following resolution was 
passed : 

The Superintendent of Public Instruction is hereby author- 
ized to base ihe outlines in Pedagogy, Elementray Teaching 
and School Management and Physiology and Hygiene as far 
as possible on the text^ books adopted for the Reading Circle 
work and to prepare county examinations on the basis of 
these outlines. 

From and after July first, 191 1, all applicants for renewal 
oi county first grade certiifcates shall present certificate of 



20 INTRODUCTION 

having satisfactorily completed the work required by the 
Reading Circle Board as follows: 

All such applicants on and after July first, 191 1, shall pre- 
sent certificate covering the required Reading Circle Work for 
the year preceding. 

All such applicants on and after July first, 19 12, shall pre- 
sent certificate covering the required Reading Circle work for 
the two years preceding. 

All such applicants on and after July first, 19 13, shall pre- 
sent certificaie covering the required Reading Circle work for 
the three years preceding. • 

From and after July first, 191 1, no person who has previ- 
ously held a third grade certificate in this territory shall be 
granted a license of this grade exceipt upon presentation of a 
certificate showing that the applicant has satisfactorily com- 
pleted the work of the Reading Circle Board specified for 
third grade certificate holders for the year preceding the date 
of application. 

Applicants for third, second or first grade county certificates 
who have pursued the Reading Circle course as prescribed by 
the Reading Circle Board and receiving a grade of not less 
than 75 per cent on examination covering any one of the books 
prescribed shall be allowed for 19 10 one per cent on their gen- 
eral average of examinations for each book for which credit 
is so given. 

Examinations mieant are the regular examinations held for 
county teachers' certificates. 



Assignment of Adopted Texts, Basal and Supple- 
mentary, Showing Publishers and Prices 
Assigned to Grades or Years. 



FIRST GRADE OR YEAR. 
Basal — 

The Wide Awake Primer; Little, Brown & Co., Boston. 
Brooks's First Reader; American Book Co., Chicago. 
Medial Writing Book, No. i ; Ginn & Co., Chicago. ^ 
Van Amburgh's First Days in Number; Silver, Burdette & 
Co., Chicago. 

Supplementary— 

The Wheeler Primer; W. H. Wheeler & Co., Chicago. 

The Art Literature Primer ; Atkinson, Mentzer & Grover, 
Chicago. 

The Art Literature, Book No. i ; Atkinson, Mentzer & Gro- 
ver, Chicago. 

The Jones, Readers, Book No. i ; Ginn & Co., Chicago. 

SECOND GRADE OR YEAR. 
Basal — 

Brooks's Second Reader; Am. Bk. Co., Chicago. 

Medial Writing Book, No. 2; Ginn & Co., Chicago. 

Reed's Primary Speller (in certain schools) ; Chas. E. Mer- 
rill Co., Chicago. 

Walsh's New' Primary Arithmetic (in certain schools) ;. D. 
C. Heath & Co., Chicago. 

Supplementary — 

The Art Literature Book No. 2 ; Atkinson, ^entzer & Gro- 
ver, Chicago. 
The Jones' Readers, Book No. 2; Ginn & Co., Chicago. 



22 INTRODUCTION 

THIRD GRADE OR YEAR. 

Basal — 

Brooks's Third Reader; Am. Bk. Co., Chicago. 
Reed's Primary Speller; Chas. E. Merrill & Co., Chicago. 
Medial Writng Book, No. 3 ; Ginn & Co., Chicago. 
Language Through Nature, Literature and Art (in certain 

schools) ; Rand, McNally & Co., Chicago. 
Walsh's New Primary Arithmetic; D. C. Heath & Co.. 

Chicago. 
With Pencil and Pen; Ginn & Co., Chicago. 

Supplementary — 

The Art Literature, Book No. 3 ; Atkinson, Mentzer & 
Grover, Chicago. 

The Jones' Readers, Book No. 3 ; Ginn & Co., Chicago. 
Good Health, Gulick Hygiene Series; Ginn & Co., 
Chicago 

FOURTH GRADE OR YEAR. 

Basal — 

Brooks's Fourth Reader; Am. Bk. Co., Chicago. 

Reed's Primary Speller or Reed's Word Lessons; Chas. E. 
Merrill Company, Chicago! 

Medial Writng, Book No. 4; Gnin & Co., Chicago. 

Language Through Nature, Literature and Art; Rand, Mc- 
Nally & Co., Chicago. 

Conn's Introductory Physiology and Hygiene; Silver, Bur- 
dett & Co., Chicago. 

W^alsh's New Primary Arithmetic; D. C. Heath & Co., Chi- 
cago. 

Natural Introductory Geography; Am. Bk. Co., Chicago. . 

Webster's Primary (or Common School) Dictionary; Am. 

Bk. Co., Chicago. . 

Supplementary — 

The Jones' Reader, Book No. 4; Ginn & Co., Chicago. 
Town and City; Gulick Hygiene Series; Ginn & Co., Chi- 
cago. 



INTRODUCTION 23 

FIFTH GRADE OR YEAR. 



Basal- 



Brooks's Fifth Reader; Am. Bk. Co., Chicago. 

Reed's Word Lessons; C. E. M. & Co., Chicago. 

Medial Writing Book, No. 5 ; Ginn & Co., Chicago. 

Reed and Kellog'g's Graded Lessons in Enghsh; C. E. M. 

& Co., Chicago. 
Conn's Introductory Physiology and Hygiene; Silver, Bur- 

dette & Co., Chicago. 
Walsh's New Grammar School Arithmetic, Part One; D. 
Natural Introductory Geography; Am. Bk. C, Chicago. 

C. Heath & Co., Chicago. 
Webster's Primary (or Common School) Dictionary; Am. 

Bk. Co., Chicago. 

Supplementary — 

The Jones' Reader, Book No. 5 ; Ginn & Co., Chicago. 
Town and City, Gulick Hygiene Series; Ginn & Co., Chi- 
cago. 

SIXTH GRADE OR YEAR." 

Basal — 

Brooks's. Sixth Reader; Am. Bk. Co., Chicago. 

Reed's Word Lessons; C. E. M. & Co., Chicago. 

Medial Writing Book, No. 6; Ginn & Co., Chicago. 

Reed and Kellogg' s Graded Lessons in English; C. E. M. 

& Co., Chicago. 
Walsh's New Grammar School Arithmetic, Part One; D. 

C. Heath & Co., Chicago. 
Natural School Geography; Am. Bk. Co., Chicago. 
Webster's Common School (or Primary) Dictionary; Am. 

Bk. Co., Chicago. 
Montgomery's Beginner's American History; Ginn & Co., 

Chicago. 

Supplementary-^ - 

The Jones' Readers, Book No. 6; Ginn & Co., Chicago. 
Control of Body and Mind, Gulick Hygiene Series ; Ginn & 
Co., Chicasfo. 



24 INTRODUCTION 

SEVENTH GRADE OR YEAR. 

Basal — 

Reed's Word Lessons; C. E. M. & Co., Chicago. 

Medial Writing Book No. 7; Ginn & Co., Chicago. 

Reed and Kellogg's Higher Lessons in Enghsh; C. E. M. 
& Co., Chicago. 

Webster's Elementary Composition; Houghton, Mifflin ^ 
Co., Chicago. 

Walsh's New Grammar School Arithmetic, Part Two; D. 
C. Heath & Co., Chicago. 

Natural School Geography; Am. Bk. Co., Chicago. 

Montgomery's Elementary American History (in certain 
schools) ; Ginn & Co., Chicago, or Leading Facts of 
American History. 

Webster's Common School Dictionary; Am. Bk. Co., Chi- 
cago. 

Supplementary — 

The Jones Readers, Book No. 7; Ginn & Co., Chicago. 
Control of Body and Mind, Gulick Series; Ginn & Co., 
Chicago. 

EIGHTH GRADE OR YEAR. 

Basal — 

Reed's Word Lessons; C. E. M. & Co., Chicago. 

Medial Writing Book, No. 8: Ginn & Co., Chicago. 

Reed and Kellogg's Higher Lessons in English; C. E. M. 
& Co., Chicago. 

Webster's Elementary Composition; Houghton, Mifflin & 
Co., Chicago. 

Conn's Elementary Physiology and Hygiene; Silver, Bur- 
dette & Co., Chicago. 

Montgomery's Leading Facts in American History; Ginn 
& Co., Chicago.. 

Boynton's School Civics; Ginn & Co., Chicago. 

Webster's Common School Dictionary; Am. Bk. Co., Chi- 
cago. 

Agricultural for Beginners, Burkett, Stevens and Hill ; Ginn 
& Co., Chicago. 



INTRODUCTION 25 

Supplementary — 

The Jones' Readers, Book No. 8; Ginn & Co., Chicago. 
To Patrons and Teachers: 

The following is an official list of the text-books adopted 
at a meeting of the Territorial Board of Education, June 
nth, 1907, for use in the first eight grades or years of all 
public schools of the Territory, during the period of four 
years beginning June 15th, 1907, and ending June 15th, 1911. 

If the subjects represented by the books named in the Basal 
List are taught in any of the first eight grades or years of the 
public schools, the texts named in the list must be used. There 
can be no substitute for any of the books of this list. Ses 
penal clause, Sec. IX, Chapter XCII, Session Laws of 1907. 

In some schools the children are able to read well more than 
the one reader assigned to the year's work. Some schools 
wish to use an additional drill book in arithmetic. The Ter- 
litorial Board of Education has approved certain books for 
this purpose ; see Supplementary List. All supplementary- 
books must be approved bv the Territorial Board of Edti- 
. cation, and if any school wishes to use any book as supple- 
mentary which is not named in the following supplementary 
list, application should be made at once to the Territorial 
Board of Education by addressing the request to the Terri- 
torial Superintendent of Public Instruction. 



BASAL LIST. 



'"•'^ 



Publisher's List 
Prices & Dealers' Dealers 
Retail Prices Mailing Prices 

Little, Brown & Company, Boston. 
The Wide Awake Primer $ .30 $ .37 

American Book Company, Chicago. 

Brooks's Reader, First Year 25 .31 

Brooks's Reader, Second Year 35 .43 

Brooks's Reader, Thfrd Year 40 .48 

Brooks's Reader, Fourth Year 40 .48 

Brooks's Reader, Fifth Year 40 .49 

Brooks's Reader, Sixth Year 40 .49 

Charles E. Merrill Company, Chicago. 

Reed's Primary Speller 20 .24 



26 INTRODUCTION 

Reed's Word Lessons 25 .30 

Ginn & Company, Chicago, 
^^edial Writing Books, eight numbers, per 

doz 65 .75 

With Pencil and Pen 35 .40 

Rand, McNally & Company, Chicago. 
Language Through Nature, Literature 

^ and Art 45 .35 . 

Charles E. A/[errill Company, Chicago. 
Reed and Kellogg' s Graded Lessons in 

English .40 .4; 

Reed and Kellogg' s Higher Lessons in 

English 63 .72 

Hou^h.ton, Mifflin & Co., Chicago. 

Webster's Elementary Composition 65 .75 

Silver, Burdette & Co., New York. 
Conn's Elementary Physiology and Hy- 
giene '. 36 .44 

Conn's Physiology and Hygiene 60 .70 

Ginn & Company, Chicago. 

Agriculture for Beginners 75 .85 

Silver, Burdette & Co., Chicago. 
Van Amburgh's First Days in Number . . 
D. C. Heath & Company, Chicago. 

Walsh's New Primary Arithmetic 30 .y/ 

Walsh's New Grammar School Arith- 
metic, Part One 40 .47 

Walsh's New Grammar School Arith- 
metic, Part Two 45 .53 

Walsh's New Grammar School Arith- 
metic, Complete Part i and Part 2, in 

one volume 65 .yy 

American Book Company, Chicago. 

Natural Introductory Geography 60 .75 

Natural School Geography 1.25 1.50 

Ginn & Company, Chicago. 
Montgomery's Beginners' American His- 
tory 70 .78 

Montgomery's Elementary Arherican 

History 85 .95 



INTRODUCTION 27 

Montgomery's Leading Facts in Ameri- 
can History . 1.15 1.33 

Boynton's School Civics i.io 1.22 

American Book Company, Chicago. 

Webster's Primary Dictionary 48 .56 

Webster's Common School Dictionary. . .72 .82 

Webster's High School Dictionary 98 1.12 

Webster's Academic Dictionary 1.50 1.70 



SUPPLEMENTARY LIST. 

Publisher's List 
Prices & Dealers' Dealers' 
Retail Prices Mailing Prices 

(May be used in addition to, but not in 
lieu of the texts in the Basal List.) 

W. H. Wheeler & Co., Chicago. 
The Wheeler Primer $ .30 $ .37 

Atkinson, Mentzer & Grover Co. 
The Art Literature Readers, A Primer. . .30 .37 

The Art Literature Readers, Book One. . .30 .37 

The Art Literature Readers, Book Two . . .40 .49 

The Art Literature Readers, Book Three .50 

Ginn & Company, Chicago. 
The Jones' Readers (by grades). Book 

One .. .^ 30 -37 

The Jones' Readers, Book Two 35 .43 

The Jones' Readers, Book Three 45 -55 

The Jones' Readers, Book Four 45 .55 

The Jones' Readers, Book Five . .45 .55 

The Tones' Readers, Book Six 45 -55 

The Jones' Readers, Book Seven 45 .55 

The Tones' Readers. Book Eight 50 .60 

Wentworth and Hill's Exercises in Arith- 
metic . .' 65 

Thompson, Brown & Co., Boston. 
Nichol's Arithmetical Problems 

Benj. H. Sanborn Companv, Chicago. 
Southworth's Exercises in Arithmetic. .40 

G. 81 C. Merriam Co., Springfield, Mass. 
Webster's International Dictionarv 



28 INTRODUCTION 

Ginn & Company, Chicago. 

Good Health 40 .45 

1 own and City 50 

Control of Body and Mind 50 

Emergencies .*.... 

Any person, patron, teacher, board of school directors, 
board of education, or dealer may order any quantity of the 
books in the foregoing list by addressing the publishers direct. 
At the prices given in the first column the publishers will pre- 
pay the postage or expressage on any quantity to any post- 
office or express office in the Territory, if cash accompanies 
the order; or if the person or dealer making the order is 
known by the publisher to be financially responsible, the 
money need not be sent with the order — orders may be made 
by telegraph in these cases. 

The prices given in the first column are in practically all 
cases the regular retail prices of the books to persons who call 
at the dealer's place of business. In case any person wishes 
to order from a dealer and have the books delivered by mail, 
he should send with his order the price named in the second 
column. At the prices named in the first column the dealer 
cannot pay the transportation of any kind — postage, express 
or freight. 

It is the intent of the law that there shall be a uniform 
series of school books used in all of the first eight grades of 
our public schools. The penalty for failing to comply with 
the law is very severe. Teachers, patrons and school officers 
are therefore urged to see that the law is carried out ; for in- 
stance, every school must use the Brooks' Readers; every 
school must use the Walsh Arithmetic; every school must use 
Montgomery's Histories if history is taught in the school by 
the use of a text book ; every school must use Reed's Spellers, 
etc. Jones' Readers may be used in addition to the Brooks* 
Readers, but they may not be used in lieu of the Brooks'. 

Address inquiries concerning the question of text books to: 

J. E.. CLARK, 

Territorial Superintendent of Public Instruction and Secre- 
tary of the Territorial Board of Education. 
Santa Fe, N. M., May, 1910. 



NSTITUTE DAILY PROGRAM 





( Suggestive. ) 




One Instpuctor. 




Four Weeks institute. 


8:ocK- 8:15 


General Exercises. 




School Management. 




Sanitation. 


8:15 — 9:00 


Arithmetic. 


9:00— 9:45 


Grammar. 


9:45 10:30 


Geography. 


10:3(^10:45 


Recess. 


10:45 11:30 


Study Period. 




Individual Help. 


II :30 — 12 :oo 


Spelling. 


12 :oo — 1:15 


Noon. - 


I :i5 — 2 :oo 


Physiology. • 


2 :oo — 2 :30 


Penmanship. 


2:30— 3:15 


•Reading. 




Special work in increasing vocabulary. 


3:15 4:00 


Special help for next day. 


N. B. The 


four weeks' institute is in reality a summer 


school, and every possible help should be given the applicants. 


Conduct a model school. By example teach school manage- 


ment, lesson assignments, how to study, best recitation 


methods, etc. 





INSTITUTE DAILY PROGRAM. 

• - . (Suggestive.) 

One Instructor. 
Two Weeks' Institute. 
-Note — All teachers together in all classes. Third grade 
applicants should attend classes in History, Pedagogy, Psy- 
chology, etc., with first and second grade teachers. 



30 ' INTRODUCTION 

Teachers are accustomed to the two session plan and will 
ordinarily do better work than when required to begin work 
at seven o'clock in the forenoon and continue till nearly one 
o'clock. For this reason the divided session plan is suggested. 
Of course, if teachers and conductor prefer the one session 
[.ian, they may adopt it. 

Forenoon. 

8:15 — 8:30 General Exercises. 

8 130 — 9 :oo Arithmetic. 

9 :oo — 9 130 Grammar. 
9:30 — 10:00 Geography. 

7 0:00 — 10:15 Recess. 

10:15 — 10:45 Reading. 

10:45 — 1 1 -15 Physiology. 

II :i5 — II :45 History and Civics. 

Afternoon. 

1 :i5 — 1 :45 Pedagogy and School Management. 
1 :45 — 2:15 Spelling and Penmanship. 

2 : 1 5 — 2 :45 Psychology. 
2:45 — 3:15 Optional Subject. 



INSTITUTE DAILY PROGRAM. 

(Suggestive.) 

Two Instructors. 

Two Weeks' Institute. 

Note — First and Second Grade applicants together. Third 
Grade applicants by themselves, but. they should attend after- 
noon classes for obvious reasons. 

Instructor A Instructor B 

8:00 — 8:40 Arithmetic (ist & 2nd) Arithmetic (3rd) 

8:40 — 9:20 Grammar (ist & 2nd) Grammar (3rd) 

9:20 — 10:00 Geography (ist & 2nd) Geography (3rd) 

16:00 — 10:15 Recess. 

10:15 — 10:55 Reading (ist & 2nd) Reading (3rd) 

i<^*55 — II '25 Spelling & Penmanship (ist & 2nd) 

10:55 — 11*25 Spelling & Penmanship (3rd) 

11:25 — 12:00 Physiology (ist & 2nd) Physiology (3rd) 





INTRODUCTION 


31 




Noon. 




i:i5 1:30 


General Exercises. 




1 130 — 2 :io 


History. 




2:50— 3-30 




Psychology 


2 :io — 2 150 


Pedagogy 


School Management 


3:30- 4:10 


Optional Subject. 




4:10- 4:30 




Civics 



N. B. — Of course, an exchange of subjects may be advisa- 
ble in many cases on account of special preparation of one of 
the instructors in certain branches. 



Rules for Conducting County Examinations. 

1. Examinations shall be held on Friday and Saturday at 
the close of the County Institute, and at such other times as 
may be fixed by the Territorial Superintendent of Public In- 
struction. 

2. Promptly at the time set in the program for the begin- 
ning of the examination in each subject, the County Superin- 
tendent shall announce the subject of examination and the 
time to be devoted to it. Thereupon he shall open the proper 
sealed packages of questions and distribute one list to each 
person to be examined. 

3. Promptly at the close of the time allowed to the exam- 
mation in any subject, the County Superintendent shall collec; 
all papers and immediately seal them preparatory to mailing' 
as directed by the Superintendent of Public Instruction. 

4. During the examination the candidates shall be seat^ 
ed as far apart as possible and they shall not be allowed to 
communicate with each other; furthermore, there shall be no 
comment or explanation by anyone as to the meaning of the 
questions. 

5. After having begun to write on a list of questions, the 
examinee must . finish the list before intermission or before 
taking up another list. . 

6. At the h"ead of each list the maximum of time to be al- 
lowed to each subject appears, and in no case shall additional 
time be allowed. 

7. The County Superintendent shall furnish each examinee 



32 INTRODUCTION 

at the opening of the examination with a copy of these rules, 
which must be followed implicitly. 

(Adopted by the Territorial Board of Education, June 13th, 
1907. See Section 3, Chapter 97, Laws of 1907. 



EXAMINATION PROGRAM. 

(Suggestive.) 

Note — The following program of examinations is suggest- 
ive, merely. If you wish to make any changes, please write 
tc the office of the territorial department of education, 
stating the nature of the changes desired. The time 
assigned to each subject is in accordance with the time allotted 
on the examination questions. 

You will note that the third grade applicants will be able to 
complete their work on Friday; the second grade, by 10:30 
Saturday, and first grade applicants will require the full two 
days. 

When you have adopted your program, hold rigidly to it. 

Observe the rules for conducting examinations, following 
the program. 

Notify this office of all unfairness in examination. If an)) 
candidate uses helps of any kind or js^ets information by com- 
munication in any form, either dismiss him from the exami- 
nation or report him for failure by making note on the papen^ 
as they are handed in. 



EXAMINATION PROGRAM. 

( Suggestive. ) 
Friday — 

7:30 — 9:00 Grammar. All grades. 

9:00 — 10:15 Geography. All grades. 

10:15 — 11:30 Physiology. All grades. 

II :30 — 12:15 Orthography. All grades. 

12:15 — I •30- Noon. 

1 :30 — 2 :oo Penmanship. All grades. 

2 :oo — 3 :40 Arithmetic. All grades. 

3 :40 — 4 -40 Reading. All grades. 



INTRODUCTION 33 

Saturday — 

7 130 — 9 :oo U. S. History. First and Second Grades. 

9:00- — 10:30 School Management and Pedagogy. First 

and Second Grades. 

10:30 — 12:00 Civil Government. First Grade. 

12 :oo — 1 :30 Noon. 

1 :30 — 3 :oo Psychology. First grade. 

3:00 — 4:30. Optional Subject. First Grade. 

Rules Concerning Examinatien Privileges. 

1. The holder of an unexpired second grade certificate 
may build for a county first grade certificate by taking exam- 
ination in subjects recorded. on the county second grade certi- 
ficate in which the standings are lower than 90 per cent. 
(School Management not considered.) These examinations 
need not all be taken at one time. The examinee is privileged 
to write a portion of the required subjects at any one of sev- 
eral examinations held during the life of the second grade cer- 
tificate. 

2. Applicants are allowed the privilege of writing at one 
examination on a portion of the subjects required for any li- 
cense and on the remainder of those required subjects at any 
subsequent examination during the institute season, June to 
September. 

3. Applicants' who write for second grade certificates but 
fail to secure same because of low standing in certain subjects, 
may be allowed the privilege of rewriting in these subjects, 
provided they write on all subjects in which the standings are 
lower than seventy-five per cent.; and provided, further, that 
the rewriting takes place during the institute season, June to 
September. 

4. Applicants for third grade certificates failing to secure 
such certificate because of low standings shall be required to 
rewrite on all subjects required for such license. 

. Instructions to Examinee. 

1. Applicants writing for certificates should write name 
and postoffice address as well as name of subject and grade 
of certificate sought on the first page of each paper. 

2. Writer's name and name of subject should appear on 
each separate sheet used to avoid possibility of loss. 



34 INTRODUCTION 

3. Pages should be numbered consecutively. Questions 
may be answered in any order, but each answer should be num- 
bered as the corresponding question. 

4. If double sheets of paper are used it will be more con- 
venient for the reader if such sheets are cut in two. 

5. Write only on one side of the sheet. Use pencil or pen 
and ink. 

6. Use paper of uniform size, preferably legal cap, or 
foolscap. 

Instructions For Packing Papers. 

1. Place papers written on each subject together, 'being 
careful to keep third grade papers separate from first and sec- 
ond grade subjects. Pack all papers flat. 

2. Do not place any other papers in package with answers 
to examination questions. 

» 3. Please forward all other papers of whatever kind to the 
office of the Superintendent of Public Instruction, Santa Fe, 
New Mexico. 



Part I 
ADVANCED COURSES 

FOR 

First and Second Grade 
Applicants 



ARITHMETIC 

Lesson I. . 

Nature and Number. 

1. The clarified number concept involves at least three 
ideas: (i) A measured quantity, (2) a measuring unit of 
the same kind, and (3) the expressed relation of the two. 
Define number. Number arises in the mind by observation, 
comparison, and judgment. What has number to do with the 
qualities of objects? Illustrate. What are abstract num- 
bers? Concrete numbers? 

2. What is rational counting? Does the child have the 
conception, "the how many,'' when he repeats the numerical 
adjectives, even though he may apply them to the objects? 
What are the tests of rational counting ? In case a child can- 
not count, what is his starting point? What expressions does 
he use to show the vague muchness of his ideas? At what 
point in the counting would you show that ten units niake 
one ten ? How far would you count by naming the successive 
ntmibers before grouping them? 

3. What is meant by saying that number is a tool of 
measurement? What is a unit? An unmeasured unit? Give 
the standard units of measurement. What advantages do 
these standard units possess over the unmeasured units ? What 
is a varying unit of measurement ? What is the mathematical 
imit? Fractional unit?^ A decimal unit? The unit of per- 
centage ? When in. the course of instruction should each of 
these units be introduced ? 

(At the end of these lessons may be found a list of prob- 
lems taken from the adopted text, a certain number of which 
may be assigned for work each day. ) 



38 COURSE OF STUDY 

Lesson II. 

Primary Methods — Two Ways of Presenting Numbers. 

The history of primary number teaching shows the invention 
of many methods of presenting numbers to the learning mind. 
These naturally fall into two groups : 

1. The old methods began with the mechanism of number 
The child first studied the language of number. He was 
taught to count and read figures without reference to objects. 
He next learned the combination of figures. Reproduce the 
tables of elementary combinations. Pupils were taught to 
write figures and then to read them. The mechanism of the 
fundamental process was learned in order: First, by learn- 
ing the rules ; second, by performing the process ; third, by 
solving problems involving these mechanisms. These methods 
attempted to proceed from the abstract to the concrete, thu? 
reversing the natural order of learning. Enter into a free dis- 
cussion and criticism of these methods. 

2. But the number concept can only arise in the mind by 
dealing with quantity. A recognition of this fact caused a 
more rational group 'of primary methods to appear. In all 
these methods three classes of exercises were provided : First, 
whether a single number was to be developed, or a combina- 
tion of numbers taught, objects were employed to do it. 
Second, the combination was given numerical expression, the 
process being performed again and again by the symbols of 
number untirfixed in the mind for future use. Third, the ap- 
plication in simple practical problems followed. Illustrate 
each of these steps in primary number work through addition, 
subtraction, multiplication and division. As a result, the old 
methods of primary number teaching were reformed to har- 
monize with these steps. While it has peculiarities of its own, 
the Grube method uses these steps of presentation. The Grube 
method teaches each number from one to one hundred 
through addition, multiplication, subtraction and division 
(notice the order) exhaustively. 

Write out the Grube table for four and compare it with the 
table of fours of the old plan- What are your criticisms of 
the Grube method ? What contributions has it made ? What 
is the ratio method ? Show how easy it is to get up a method 
of teaching number. 



COURSE OF STUDY 39 

Lesson III. 

Principles of Rational Number Teaching. 
The best methods of teaching primary arithmetic, while 
holding fast to the real contributions of the past, are working 
along these lines : 

1. The motive of learning number must come from the 
exercise itself. The child should learn number not for future, 
but for immediate use. He is put at constructive work which 
calls for a knowledge of number combinations. These oombi- 
rations are then drilled upon and kept fresh by their applica- 
tions as a means for the solution of new problems.. Thus the 
learner at every step in his course is made to feel a personal 
need for a knowledge of number. 

2. Nevertheless the arrangement of the course of study 
proceeds according to the development of the number concept 
from a logical point of view. The teacher thinks out the suc- 
cessive steps or lesson units as he has done ia the past and 
always must do. In all the newer methods these relations 
remain Unchanged, but the methods of taking these steps, of 
presenting these lesson wholes, have become more rational. 

3. Much of the material considered as essential in the old 
arithmetics has been omitted in the new. How would you 
determine the value of the material to be used? The answer 
to two questions will do this. Has the material itself a prac- 
tical value ? Is its knowledge necessary .in order to obtain a 
knowledge of something else that is of practical value? State 
other values of arithmetic. 

4. Our older books on arithmetic presented a topic ex- 
haustively before passing on to the next. All the steps in 
addition were presented before taking up those in subtraction. 
Common fractions were finished before decimals were consid- 
ered at all. We now present the subject in concentric sections 
for each topic considered. Explain the Spiral System as 
used by the adopted text. 

5. The old method provided preparatory routine drills 
Avhich became the tools for thinking out problems that fol- 
lowed. We now lead the child to think from the beginning. 
The data is given him and he works out his own problems. 
If he fails in this the teacher either goes back and leads up to 
the difficulty step by step or else puts it in a simpler form. 



40 COURSE OF STUDY 

Lesson IV. 
Language of Number. 

1. Number has its own language forms. Upon first enter- 
ing the school, how much does the child know of these? What 
is the difference between a figure and a number. When and 
how would you teach the Arabic figures ? The Roman 
figures ? 

2. Four methods of expressing number and number rela- 
tions: (i) By figures, (2) Bywords, (3) By signs, (4) By 
i)ositron. FuMy illusfrate all these. 

3. The long drawn out process of arithmetic requires three 
direct distinct language f onus : (i) Definitions, (2) Explana- 
tions, (3) Rules. When should definitions be taught? By an ex- 
ercise in addition show the difference between the language 
forms of explanation and those of rules. Illustrate how the 
pupil should be taught these three forms inductively. 

4. We set forth the meaning of problems, ( i ) by solutions 
and (2) by analysis. Show by the following problem the dif- 
ference, especially in the order, between its written solution 
and oral analysis. A block of stone is 12 inches long, 6 inches 
wide and 4 inches thick. Find its weight if 9 cubic inches 
weighs 2 pounds. 

5 Compare the value of oral and written exercises. Does 
.Accuracy and rapidity in one form signify the same character- 
istics in the other ? 

The analysis may take three forms, (i) the silent, (2) the 
oral, (3) the written. Illustrate and discuss the value of 
these. 

6. Discuss the value of long and short forms. 

Lesson V. 
The Child's Number Interest. 

1. No extreme method should be adopted by any teacher, 
but the best of every method should be known as far as possi- 
ble. Illustrate this in the teaching of Percentage ; Interest. 

2. Should the content of the problem or the so-called appli- 
cation be taken from the child's or from his social relations ? 

3. How would you teach those problems, business transac- 



COURSE OF STUDY 41 

tions, for instance, which the learner with his present expe- 
I'ence is unable to picture to his mind? 

4. How are good thinking and good language cor-ordi- 
nated ? 

5. Discuss the question of interest — (i) challenging ef- 
fort, (2) games and puzzles, (3) construction, (4) supple- 
mentary problems, (5) racing, (6) reviews, etc. 

Lesson VI. 

Elementary Combinations. 

1. There are three processes that should precede these com- 
binations : (i) Oral counting, (2) Reading numbers, (3) 
Writing numbers. How are these dependent upon each other ? 
In what order should they be taught? How are they related 
to the elementary combinations? What is group counting? 
Kow much of these should be taught the iirst year? The 
second year ? How far would you carry place reading ? When 
you combine a digit with one, is it adding or counting? 

2. Write all the possible pairs of the nine digits. Why 
are some of them- easier to learn than others? Would you 
present the combinations in the order of the size of their 
sums ? There are two forms of expressing these combina- 
tions, the vertical and the horizontal, using the sign. When 
should each of these be taught? When would you teach 
column adding? . 

3. Is there any advantage to be gained in the so-called 
Austrian method of subtraction by addition, over the especial- 
ly learned subtraction? 

4. Multiplication combinations may be presented (i) By 
objects grouped and counted, (2) By using column addition. 
Should these two methods be taught independently or should 
they supplement each other? Is there any difficulty in teach- 

■ ing reverse multiplications. Why? What advantage is there 
in counting by 2''S, 3's, etc. ? 

5. Is there any need for a division table? Illustrate what 
is meant by unequal division. When should this be intro- 
duced? Illustrate by the use of objects. Does the division 
by one present any difficulty? 

6. How would you deal with children that had any diffi- 
culty in learning the elementary combinations? 



42 COURSE OF STUDY 

Lesson VII. 

Fundamental Processes. 

1. Addition. — (i) Adding pairs of digits — direct and re- 
verse. (2) Column addition. (3) Two or more column 
addition, involving carrying. What pairs of numbers make 
the sums from two to eighteen ? In two column or more addi- 
tion, would you add each column separately and then the par- 
tial sums, or would you carry mentally and write the com- 
plete sum? 

2. Subtraction. — (i) Austrian method by addition. (2) 
Subtraction that involves borrowing. (3) Zero difficulties. 
(4) Proofs by addition. Explain the process of borrowing 
by the use of objects. Give steps in unit and column subtrac- 
tion. Illustrate the proper method of making change. 

3. Multiplication — (i) One digit multiplied by another 
and reversed. (2) Produce given and the numbers required. 
(3) Column multiplication involving partial products. Give 
the steps in graduation in passing from the elementary com- 
bination to the complete column multiplication. Would you 
teach these processes mechanically or would you teach them 
understandingly ? How can you best dispose of the zero 
difficulties? 

4. Division.^— (1) Is it necessary to have a division table 
for special treatment? (2) Work out all the steps to a com- 
plete knowledge of the process of division. (3) In teaching 
long and short division, the one that presents the least number 
of difficulties should be taught first. Which is it ? Show how 
unequal division will help in teaching these processes. Shall 
division by a' one figure number be taught in its complete form 
before taking up two figures? (4) Explain division by 
measuring and partition. Does this distinction have anything 
10 do with the skill in manipulation? (5) Point out the zero 
difficulties. Is there any order of presenting these? (6) 
When would you teach proofs for multiplication and division? 

' 5. Illustrate the well defined steps in each of the funda- 
mental processes by the use of counters. (2) Set forth lucid 
explanation of each, using the terminology of units, tens, etc. 
(3) Write out a rule for each process and show how yon 
would develop it. What are the advantages to the pupil. in 



COURSE OF STUDY 43 

teaching these? Which is more important, the explanation of 
these processes or that of the appHed problems? 

6. How much of these processes should be taught in the 
first four years or grades ? 

7. How many years should the child be in learning the 
elementary combinations of the nine digits? 

Lesson VUI. 
Measurement. 

1. Forms — (i) Single things, (2) . Value, (3) Extension, 
(4) Capacity, (5) Time, (6) Weight. Give the subordinate 
divisions of these measurements and repeat the table for each. 
'^Vhat has given rise to each of these? Give their history. 
Give the fundamental unit of each table. Give the commercial 
use of each. What tables or denominations should be omitted 
in teaching ? Why ? Most of the units of each table should be 
taught objectively and separately. In your judgment what 
are they? Give your reasons. Trace the order of introducing 
these measures through the adopted text. Why is this order 
followed. Illustrate the forms 'of solution and explanation 
descending and ascending. Should these be taught exhaust- 
ively, table by table, or should the concentric method be fol- 
lowed ? Why ? 

2. These forms of measurement in relation. — Explain how 
some of these tables have been derived from others. Explain 
also how this fact may be used in teaching them. If an article 
can be measured by two of them in a commercial transaction, 
which should be used? Show how objects that have been 
measured in terms of one table may also be known in terms 
of another through a common measuring unit. Give these 
units. 

3. Fundamental Processes. — (i) Select from the text, 
solve, and explain one exercise involving addition, subtraction, 
multiplication and division, one each from all the tables. (2) 
Add 3-4 bu., 1-3 pk. ^ Show the proper form of solution and 
explain the process as you would have your pupils do. (3) 
Subtract i rd., 3 yd., i 1-2 ft., 2 in. from 8 rds., 21-2 yd., 2 
ft., I in. and reduce to the simplest form. 

4. Make out a grocery bill of ten items and receipt it, draw- 
ing your own form. 



44 COURSE OF STUDY 

5. Would you measure wood by cubic measure or by the 
cord foot ? Explain the two methods. 

6. Show how to think and solve problems of areas. Prob- 
lems involving cubic contents. Show how problems may be 
illustrated by diagrams drawn to a scale, 

7. Explain method of measuring lumber. 

Lesson IX. 
Fractions. 

1. Nature. — What is meant by friction? Define its 
terms. Show that both enumerator and denominator are meas- 
ured quantities. Distinguish common from decimal fractions. 

2. Reduction.— SMhdX is the principle involved in reduc- 
tion? Arrange the forms of reduction according to the order 
of presenting them in teaching. Select an exercise from each 
case, submit its solution, explain it and illustrate it by a dia- 
gram. 

3. Fimdamental Processes. — Arrange a set of exercises un- 
der each of these according to their order of difficulty. Show 
a good form of solution for problems of each process. Would 
you teach' the complex forms of fractions? Why? Explain 
why it is convenient to invert the divisor in division, in at least 
two ways. 

4. Teaching. — Why should the teaching of decimals follow 
after the common fractional forms? How early should the 
teaching of fractions be introduced? Group the fractional 
units according to the order of difficulty in presenting them. 

5. Decimals. — (i) Explain how' decimals may be written 
and read. (2) Show that the decimal point presents no 
difficulty in addition and subtraction. (3) Explain the point- 
ing of decimal multiplication. In getting .05 of 362, first get 
one one-hundredth of the multiplicand and then the required 
product. (4) Division that involves decimals. — Think or 
make the divisor and dividend of the same denomination, then 
observe that if the divisor is contained at all in the portion of 
the dividend of the same denomination, the quotient will be 
a whole number, otherwise a decimal. Explain. 

(6.) (i) What does each of these problems mean? 
Divide 36 acres by 6. 
Divide 36 acres by 6 acres. 



COURSE OF STUDY 45 

(2) Explain. If 3-4 of a ton of hay cost $8 3-5, 

what is the cost of 6 tons? 

(3) What does multiplied by 3-4 mean? 

(4) HoAv do you explain the reduction of decimals 

to common fractions, and vice versa? 

(5) Give rules for all operations in fractions and 

explain how you would develop them. 

(6) Analyze: 7-8 is 3-5 greater than what num- 

ber? 

Lesson X 

1. Show how you would teach the meaning of per cent 

2. Make a table of per cents written (i) w^ith per cent 
signs, (2) as a decimal, (3) as a common fraction. 

3. Make a list of problems showing steps of difficulty in 
the three cases of per cent, (i) Find 4 per cent of 25, (2) 
10 is 25 per cent, of what? (3) 5 is what per cent of 15? 

4. Solve the following problems by three methods, (i) 
hundred per cent, (2) the fractional, (3) the formula. 

(i) A man owned a horse which cost him $90. He 

sold him so as to gain 33 1-3 per cent. What 

was his selling price? 
(2) A note of $400 was credited with $150. What 

per cent, was paid? Remained unpaid ?.» 
(3 A man failing in business paid A $60, which was 

16 2-3 per cent, of what he ow'ed him. How much 

should A have received? 

5. Explain how you would develop the following methods 
of interest: (i) AHquot parts, (2) By years and fraction of a 
year, (3) By the 6 per cent, method. 

Problems for Each Day. 

First, explain these problems in a general way from the 
book. Second, solve them and place their solution on the 
blackboard. Third, explain these solutions before the insti- 
tute. Give the best form of solution and explanation; espe- 
cially let the English be correct. 

Article 184, Nos. 15, 22, 35, 38, 45, 64, 92. 

Article 230, Nos. 4, 7, 10, 12. 



46 



COURSE OF STUDY 



Article 248, 
Article 301 
Article 312 
Article 318 
Article 320, 
Article 331 
Article 344. 
Article 347, 
Article 356, 
Article 375, 
Article 380, 
Article 387, 
Article 390 
Article 405 
Article 407, 
Article 428, 
Article 461 
Article 463 
Article 471 
Article 515 
129, 134. 
Article 618 
Article 631, 
Article 634. 
Article 635, 
Article 638, 



Nos. 2, II, 25, 38, 48, 53, 56, 62, yz, 83, 93, 94 

Nos. 9, 11, 20, 21, 41, 47, 50, 62, 83. 

Nos. II, 16, 19. 

Nos. 4, 12, 13, 23. 

Nos. 31, 33. 

Nos. 2, 3. 

No. 5. 

Nos. 4, 5, 9, 10, 12. 

Nos. I, 10, II. 

Nos. 7, 12, 14, 19. 

Nos. 17, 20, 24. 

Nos. 8, 12, 19. 

Nos. 3, 11,22,37,49,71,78,95, 108, 117, 124 

No. 10. 

No. II. 

Nos. 4, 5. - 

Nos. I to. 14. 

Nos. 8, 9. 

Nos. 6, 9, 13. 

Nos. 13, 35,- 49, 64, 69, 87, III, 123, 127, 

No. 9. 

Nos. 29, 32. 

No. 42. 

No. 52. 

Nos, y2y loi, 102. 



Language and Grananaar 



Lesson I. 

1. Define Language. Explain what is meant by saying 
that language is a movable type, that it is the support and ve- 
hicle of thought. Is there a faculty of language? Why does 
not the young child talk? What senses are concerned in the 
use of language? Compare the oral and written as to form, 
use and purpose. 

2. Motives for using language. — (i) There is a force in 
the thought itself that urges to expression. (2) Language 
is a social affair. (3) We learn it largely by imitation and 
association. (4) The student must pride himself in the 
correct use of language^must have the language interest. 
(5) The child learns language under the impulse of a per- 
sonal need. (6) The use of language is stimulated by hav- 
ing some immediate end in view. 

3. Principles to be observed in the teaching of language: 
(i); The development of language and thought must pro- 
ceed together. Knowledge is a growth and language should 
be. This applies to the manner and to the sequence as well 
ckS to the forms of language. If the pupil comes to the high 
school not able to write good English whose fault is it? The 
primary or the grammar school ? The language work should 
be correlated with the other studies of the curriculum. This 
is not only economy, but this subject matter furnishes the 
strongest motive for expression. (3) The various language 
exercises are reducible to a few kinds ; reproductions, conver- 
sations, descriptions, narrations, expositions, etc. To adapt 
these forms to the various grades requires the highest skill in 
teaching. (4) When models are made a separate object of 
study they should be put into, immediate and constant use, 
thus . becoming habitual mode s of expression. (5) Thus 
arises skill, freedom, rapidity and even versatilitv in com- 
posine. See that the child writes out of the fullness of 



48 COURSE OF STUDY 

his personal experiences; learns thereby to talk with his 
pencil as well as with his tongue. Discuss too much and 
too little work. What is a labored composition? How 
long should the composition be? Choice of topics. (6) 
The teacher must supply an immediate end for talking and 
writing. A pupil may be called upon to give supplement- 
ary information on a special topic from the history or geog- 
raphy lesson. The play instinct may be utilized in drama- 
tization. A formal program calls for formal preparation and 
special aid from the teacher. The pupils might be called upon 
to face each other in debate or other formal contests. (7) 
Talking and writing should complement each other. (8) 
The study of forms, reading and composition should be sepa- 
rate exercises. They are along separate lines and exclude one 
another. Would you correct pupils while composing or read- 
mg? (9) Every lesson should be a lesson in good English, 
the teacher guiding so. as not to interfere with the smoothness 
of expression. Do not be too exacting, (to) Speech lags 
behind the thought — 'Tdeas before words," therefore the 
language work should be a little in advance of the child's us- 
age of it. (11) Teach children to admire good English, be- 
cause they imitate what they admire. (12) The child 
should live in the atmosphere of ^ood literature. Which is 
better, to tell the story or to read it? (13) We do not real- 
ly know a thing until it is given expression of some form. Re- 
cite, discuss and illustrate these principles. (14) The child* 
must take a genuine pleasure in his language work. 

Lesson II. 

Language Values. 

1. Discuss the influence of the mother tongue as gotten 
from the home and companions as affecting the work of the 
school. 

2. Show the vallie of language standards. Discuss good 
literature as a means (i) in the composition exercises, (2) 
in rhetoricals, (3) discuss the value of how and what to read. 

3. Discuss the worth of copying, dictation, reproduction, 
original exercises, training the ear to good English. 

4. (i) Define grammar. (2) Trace this meaning 
through the various exercises in grammar. (3) Determine 



COURSE OF STUDY 49 

the intrinsic and relative values of defining, parsing, diagram- 
ing, rules, false syntax. (4) When would you teach punctu- 
ation, capitalization? (5) Should the illustrative sentence 
work be classed as a grammar or a composition exercise? 
What should be the subject matter of these sentences? (6) 
What is the value of transpositions? 

5. Where in the course should the study of formal gram- 
mar begin? 

6. Enumerate the values intrinsically and relatively in 
translating one form of English into another, one language 
into another. 

7. Is there a language period? How do you account for 
the child learning words so rapidly ? The accent of the mother 
tongue. Why is it difficult for old persons to recall names? 

8. Upon w^hat principle would you grade the work in lan- 
guage? Interest? Mental content? The difficulties in- 
volved? Stages of development? Season of the year? 

Lesson III. 

Language from the Eirst to Eourth Grades Inclusive. 

Talking. 

1. ~ Aims, (i) Freedom of expression controlled in the 
direction of consecutive arrangement of thought. (2) To 
train the ear, (a) to appreciate beautiful literature, (b) to 
detect gross errors, (c) to observe the oral sentence and oral 
paragraph. (3) To increase the child's vocabulary. (4) 
To lay the foundation for the written exercises that follow. 

2. Forms and content. Impressive readings by teacher 
and pupil chosen from classic child literature. (2) Conver- 
sations on courteous forms of conduct, home and school life, 
pictures, festal days, topics from organized social life, current 
events of the community. (3) Stories from literature and 
history. (4) vSelections memorized and recited Make a 
list of topics suited to this class of exercise. Choose from 
the adopted text and other sources at your command, and ar- 
range them according to' the seasons. 

3. Method, (i) Impressive oral reading. Use all the 
motives suggested in Lesson i : vivid ideas especially tend to 
•i:xpress themselves, social relations, imitation, pride in good 
reading, feeling a personal need, supplying some immediate 



50 COURSE OF STUDY 

end. The teacher may read to the class, and members of the 
class may read to each other and to (not for) the teacher. 
The class should be a mutual admiration society reading-wise. 

(2) Conversation. — Careful preparation on the part of the 
teacher is required. Supply the environment to call forth the 
spontaneous expression of the child along its own interests. 
When he is going do not stop him. Let suggestions for cor- 
rect usage come unconsciously. Gradually check all ram.bling 
and irrelevant statements. But freedom is more important 
than accuracy. What would be the result if you required a 
finished product from the children ? Fluency, accuracy and se- 
quence should develop together. Explain. (3) Stories. — In 
conversation the teacher suggests, supports and guides the 
child, but to tell a complete story throws him upon his own 
resources. The stories should first be read or told by the 
teacher. Conversations upon them should follow, in a subse- 
quent period to these exercises. Children are allowed to choose 
stories to tell. (4) "Memorizing, — First the selection should 
be frequently read in order to arouse admiration. Second, 
children are then allow^ed tO' choose what they wish to commit. 
The commicting, however, should be under the direction of the 
teacher as far as possible. Third, the selections are recited, 
not in a formal way, but in the social circle, each being made 
to feel that he is contributing something to the occasion. 

Writing. 

1. Aim. — (i) To show in written form consecutive 
thinking. (2) To capitalize, spell and punctuate correctly. 

(3) To paragraph and show proper co-ordination and sub- 
ordination by arrangement of the subject matter. 

2. Content should be the same as for the oral exercises. 

3. Method. — (i) Copying — First, transcribe script mod- 
els; second, transcribe print into script; third, write memor- 
ized selections. Enumerate the benefits of copying. For the 
first three years there should be little else but oral work 
Short, simple sentences should be copied and reproduced. The 
first sentences should grow out of the reading lessons, pupils 
making sentences for their fellows to read. Why should pu- 
pils be very exact in their writing? (2) Dictation. — Give 
the values of dictation. There are two forms; the pupil die- 



COURSE OF STUDY 51 

lates to the teacher, the teacher dictates to the pupils. After 
the dictation compare the effort with the orignal and correcc. 
Give the characteristics of good dictation. This should be a 
frequent exercise in the fourch grade especially. (3) Class 
composition. — The teacher places upon the board the sentences 
made by different members of the class. The result is a class 
composition. Seeing and sharing in thought and its expression 
is a powerful incentive to individual effort. The teacher must 
take care that the sentences must follow in proper order. Thus 
the oral paragraph leads to the written form. Pupils should 
copy the sentences as they are written. Point out the benefits 
of this exercise. (4) Dramatization. — This is also a class 
exercise. The story as told or read, dramatized and written 
on the board, copied by the pupils, committed and acted. In 
this manner let the members of the institute dramatize the 
'Three Bears." (5) Retelling Stories.^How does chis dif- 
fer from mere copying or repetition? Give an illustration to 
show how this work must be suited to the various grades. 
What class of material would you select? Give an illustrative 
Itsson to the institute after the following outline : fa) One of 
the pupils reads the story aloud, (b) The teacher tells it, vary- 
ing the language, (c) Questions are asked both by pupils and 
teachers, (d) One member of the class tells the story 
orally and the others criticize, (e) Write the story from 
memory. To call for more originality, change the point of 
view; if it be about animals, tell if about men. Transfer the 
scene to another locality; if told in first person tell it in the 
third, tell it about a classmate, etc. Use topical outlines spar- 
ingly. Why? (6) The use of pictures. — There are two 
classes of pictures, those that suggest a story and those that 
suggest description. The former class is to be used in these 
grades. The teacher should frequently describe a picture to 
show how. What ar^ the objects to be secured in giving pic- 
ture lessons? (7) Letter Writing. — As an 'original compo- 
sition, why does letter writing stand first? Should first be a 
class exercise. What devices would you use to secure correct 
forms? (8) Correct Usage. — Correct errors in two ways, 
incidentally and by drills in correct forms. Usually incidental 
corrections are insufficient. It is necessary to drill upon cor- 
rect forms under the stimulus of the strongest interest. Sup- 
plement the drills by providing occnsion for the use of the cor- 



52 COURSE OF STUDY 

rect forms in such a way that the child will feel the need of 
them. 

Lesson IV. 

Composition in the Grammar Grades. 

Oral Composition — 

1. Aims. — (i) To form ideals of good English and co 
enjoy them. (2) To take a pride in habitually conforming 
to these. (3) To organize one's thoughts and to express 
them in acceptable form without hesitation. (4) To increase 
the learner's vocabulary. (5) To furnish a motive for ex- 
tended preparation and formal discourse. (6) To be ver- 
satile and inventive in expression. (7) To train one's self 
to be at ease in speaking in the presence of others. 

2. Personal observation and researches supplementary to 
the text in use furnishes the content of this work. History, 
Literature, Geography, Nature Study abound in interesting 
material. Make a list of suitable subjects. It is important 
that every topic should have an educational value. 

3. Methods. — (i) Reading, (a) Devise a method of 
approach that will arouse expectation, (b) Silently read the 
selection, (c) Tell it to the class in your own. language, 
(d) To train the ear to good English read the selection in 
the best possible manner. (2) Story Telling. — Bring in in- 
formation stories obtained from reading and retell them to 
tJie class. (3) Recitation. — Compare the value of the topic 
recitation with the question and answer method as to the 
language value. Special tasks assigned will give opportunity 
for an extended discourse. (4) Arguments. — The subject 
matter of geograpliy and hist iry may be thrown into the form 
of debate. Illustrate by giving many examples. (4) Dr- 
s.-}"i prion and narration. — Model descriptions and narrations 
should be read and their characteristics pointed out bv ;he 
teacher. The pupi- should then be required to imitate the.se, 
the objects and iticidenls being furnished by the teacher 4* 
need be. 

IVritien Compositl''n — 

I. Dictation. — Study a well chosen selection as to capitals, 
punctuation, spelling and arrangement, and then write it from 
dictation. Write another from dictation without previous 
study and compare each member's effort with the original. 



COURSE OF STUDY 53 

2. Reproduction. — Write from memory a poetic and a 
prose selection and compare it with the original. Read a de- 
scription, a narration, and reproduce them in written form, 
nsin;> your own language. 

3. Letter Wfiting. — One of the most useful and easy origi- 
nal exercises. After the form is taught as indicated in the 
text have the pupils write genuine letters. Enumerate the 
occasions for letters. 

4. Formal Composition. — Let each member bring to 
the class his own contributions on the subject. After the sub- 
ject has been thoroughly discussed the teacher directs in 
making an outHne for the written form. How would you deal 
•with these compositions after they are written? Show how 
current events may be used, written debates, etc. 

5. Examination. — Train the pupils how to prepare credita- 
ble examination papers. Not only teach them how to arrange 
the work on the paper, but how to express themselves. Sub- 
mit a set of questions and answer them as a class — the teacher 
guiding. In order to overcome the habit of running state- 
ments together, have pupils (i) think the sentences before 
writing them, -^2) express the thought independent of the 
language of rhe question, (3) first form the habit of making 
short seiitences before trying their hand at the longer and the 
more difficult, (live an exercise, illustrating these sugges- 
tions. 

Lesson V. 

The authors of Graded Lessons in English speak of two 
classes of text books. Discuss these. In what grades is this 
text to be taught? What is the general plan? Why is the sen- 
tence chosen as the basis of presentation? What may be said 
of the discipHnary value of this method? How do the authors 
justify the use of so many detached sentences? What means 
do they use to teach the paragraph? Give the arguments for 
and against diagraming. Notice what the author classes as 
composition exercises. / (i) Detached sentences, (2) analy- 
sis of selections from literature, (3) stories from pictures and 
current topics. The emphasis seems to be thrown upon the 
structure or form of oral and written composition, "how" as 
an object of knowledge rather than an actual system of prac- 
tice. How would you supplement this deficiency? Two les- 



54 COURSE OF STUDY 

sons in composition, as suggested above, if given in the right 
spirit, will do it. In what cannections are the rules of capitals 
and punctuation marks taught in this text? Illustrate each 
of them. 

Lesson VI. 

Analyze and parse the following sentences : Lesson 65, Nos. 
^> 3, 5, 8j 9j 12. Lesson 100, Nos. i to 11 inclusive. Let 
the exercise be illustrative of 3^our method. How far would 
you follow the models for formal analysis and parsing? Dis- 
cuss the value of oral and written analysis and parsing as such. 
Discuss the best plan for reviewing this text. 

Lesson VII. 

1. Illustrate the various uses of (i) the participle, (2) the 
phrase, (3) the clause. Be prepared to give the construction 
of the elements of each of these sentences. 

2. Classify, define and illustrate sentences according to 
meaning and use. Let each sentence contain a historical or a 
geographical fact. 

3. Diagram, analyze and parse the following sentences 
from Higher Lessons in English: Lesson 35, Nos. 4, 15; Les- 
son 42, Nos. 5, 12, 13; Lesson 47, No. 2; Lesson 48, Nos. 2, 
8, 10; Lesson, 59, No. 9; Lesson 64, No. 8; Lesson 78, Nos, 
8, 10; Lesson 80, Nos. i, 5, 9, 13; Lesson 81, Nos. 6, 7, 9, 
15; Lesson 145, No. 7. 

Lesson VIII. 

I. False Syntax. — Discuss the question of training the ear 
to correct forms. In what stage of advancement should false 
syntax be introduced for correction ? Compare the method of 
dealing with these forms in the primary grades with that in 
the more advanced. The following sentences are correct. 
Read them a^oud. Do they sound so ? 

It is we. 

I thought it to be him. 

How should you like to be I ? 

Whom is this for? 

It is I who am offended. 

He walks as I do. 



COURSE OF STUDY 55 

Do you wish to lie on the sofa ? 

This is between him and her. 

One knows one's own affairs best. 

This dress sits well. 

There is no use of his remaining. 

He invited you and him. 

I wish he would tell you and us. 

I wish that I were going. . 

I saw him previously to his going. 

2. Three of the following ten sentences are correct. Justify 
>our correction of the others. 

I am so glad to meet you. 

The goods are that Wide. 

I suppose he is offended. 

I swum across the stream. 

I lay on the sofa. 

I had lain the carpet. 

I have set here for an hour. 

Come here and set your vase down and sit by my side. 

I like to have my relatives for dinner. 

He is never on time for his lesson. ' 

3. Make your choice of the words in parenthesis and then 
justify it. 

The boat leaves (in on) time. 

Come (in into) the house. 

I am (apt liable) to forget. 

I (gave donated) five dollars. 

She goes twenty minutes (of to) five. 

He lives (in at) Boston. 

I (think guess) I shall return. 

John lives a long (way ways) from here. 

The wife and mother (was were) here. 

Each was asked to give (his their) opinion. 

I (live reside) on Central Avenue. 

If I (was were)' in the wrong I apologize. 

4. Write sentences containing "shall" and "will" denoting 
(i) simple futurity, (2) determination, (3) condition, (4) 
promise. 



56 COURSE OF STUDY 

Lesson IX. 

1. The authors teach the parts of- speech in connection 
with analysis. The parts of speech are subdivided and the 
modifications of the parts of speech are considered as subse- 
quent topics. What are the advantages of this mode of treat- 
ment ? Is not this text too difficult for pupils of the eighth 
grade? In determining these lessons as such, what has been 
the motive? 

Has the amount of material or the unit of instruction been 
the determining factor? Make a list of the difficulties you 
have encountered in teaching this advanced book. 

2. It is impossible to pass over as much ground in review 
as in the advarjced work. There are three possible methods of 
reviewing. ( i ) Use questions to bring out the most salient 
points of the text. (2) Outline and recite from topics. (3) 
Supply new subject matter, calling for the pupil's knowledge 
of the subject. In harmony with these methods select a stanza, 
of poetry which will serve as a review and a test of one's 
knowledge of analysis. What cautions as to proper construc- 
tion are the most difficult for you to understand and observe 
and apply ? Be prepared to make every definition in the book 
plain by exposition and illustration. What plurals and declen- 
sions are the most difficult for you to remember ? Make a list 
of the most troublesome irregular verbs. 

Lesson X. 

Prepare Lesson 81 of the text as you would have your pu- 
pils do. What determines the paragraph? Justify all the 
punctuation marks in the selections, Lesson 145. 



Geography 



Lesson L 

I. The study of the North American- continent from a 
complete outline. (See outline in "Methods and Aims in 
Geography," by Chas. F. King, quite complete.) Study this 
continent comparatively. Emphasize: Position, formation, 
size, topography, climate, animal and vegetable life, and the 
various industries. (Books of reference are listed at the end 
of these lessons.) 

Lesson IL 

1. Discuss the chief industries of North America., 

2. What effect has elevation and distance from seaboard 
upon vegetable life and its distribution in North America? 

3. Draw a map locating the zones, showing boundaries and 
width. 

4. What is the fundamental law of the distribution of heat 
upon the surface of the globe; what modifications of this law 
are observable in North America? 

5. Is there a genera^ law that regulates the distribution of 
mimal and vegetable life upon the globe, and how is this law 
related to the character and Avell being of the human family? 

6. In what way is any portion of North America influ- 
enced for good or evil by winds or ocean currents ? 

7. Discuss the causes of the change of seasons. 

8. Name and locate the races of mankind and give the 
distinguishing characteristics of each. 

^ Lesson III. 

1. What mountains or heights of land form the lake and 
river systems of the United States ? 

2. Discuss the United States from a complete outline (the 
one fvDund on page 48 of King's Methods and Aims in Geog- 
raphy is a good one). 



58 COURSE OF STUDY 

3. Discuss the principal river systems of the United States 
and show their importance. 

4. Emphasize the following points of the outline : Position, 
surface, climate, life, productions, commerce, pftDminent cities 
and what led to their prominence. 

5. Name the chief mining, manufacturing, commercial and 
agricultural centers of the United States and state for what 
each is noted. 

6. Compare the United States in her great industries with 
France, Germany and England. 

7. Contrast the educational advantages of the United 
States with those of France, Germany and England. 

8. Compare climatic conditions of the United States with 
those of France, Germany and England. 

Lesson IV. 

1. What are the leading industries of New York and 
Pennsylvania as compared with Louisiana and Texas? What 
makes the difference in character of industries in the two 
sections ? What has made great the cities of New York City, 
Philadelphia, New Orleans and Galveston? 

2. Why have Chicago, Minneapolis, St. Louis, San Fran-. 
Cisco, Denver and Kansas City, Missouri, become important 
centers in the United States ? 

3. Make a model study of the State of Ohio from a com- 
plete outline (the King outline is good). Emphasize strongly: 
Position, surface, drainage,, climate, life, education, goveni 
ment, productions, industries, prominent cities, etc. 

4. In what particular portions of the United States are the 
following commodities found in the greatest abundance : Lead, 
zinc, copper, iron, gold, silver, coal (anthracite), coal (bitumi- 
nous), lumber, wool, wheat, corn, potatoes, rye, oats, hay, 
beans, beef, pork, cooton, sugar, rice, bananas, grapes, apples^ 
peaches, pears, boots and shoes, clothing, carpets, farm ma- 
chinery, and household- furniture. 

5. Contrast the fruit growing industries of the Pacific 
coast with those of the Atlantic coast. 

Lesson V. 

I. Study California from a complete outline, emphasizing: 
Position, surface, drainage, climate, animal and vegetable life, 



COURSE OF STUDY 59 

productions, industries, commerce and important cities. 

2. Compare the conditions of California with those of 
Oregon and Washington — in what does each excel? 

3. Sketch an outline map of Oregon, Washington, Cali- 
fornia, Idaho, Montana, Wyoming, Utah, Colorado, New 
Mexico and Arizona, showing location of mountains, rivers, 
deserts, etc. 

4. What effect has the surface upon animal and vegetable 
life in this section. 

5. Make a complete recitation on Canada from, model out- 
line, emphasizing the most important features of the outline. 

6. Study Mexico from complete outline and contrast all 
conditions of position, surface, climate, productions, commerce, 
education, government, etc., with those of the United States. 

Lesson VI. 

1. Study South America from a complete outline as sug- 
gested on page 48 of King's "Methods and Aims in Geogra- 

2. Study comparatively with North America as to the fol- 
lowing: Position, surface, drainage, political divisions, natural 
divisions, cHmate, animal and vegetable life, manners and 
customs, religion, education, government, production, indusy 
tries, commerce and principal cities. 

3. Name the political divisions of South America, and 
name and locate their capitals. 

4. Describe Venezuela and her people. 

5. Describe the State of Panama and the great project the 
United States is interested in there. 

Lesson VII. 

1. Sketch an outline map of Europe, locating the princi- 
pal rivers, mountains, gulfs, bays, seas, cities and lakes. 

2. Study comparatively with those of the United States 
the following conditions in Europe: Position, surface, drain- 
age, politca^ and natural divisions, climate, animal and vege- 
table life, population, races, language, manners and customs, 
education, religion, government, productions, industries, com- 
merce, and principal cities. 

3. State briefly for what each of the following cities is 
noted: Paris, Rome, Venice, Naples, Messina, Berlin, Vienna, 



60 COURSE OF STUDY 

St. Petersburg", London, Liverpool, Constantinople, The 
Hague, Copenhagen and Brussels. 

4. Why is Great Britain a great commercial and manu- 
facturing nation and how does it compare with the United 
States in these particulars ? 

5. How do Great Britain and France compare in the 
matter of industries, commerce, g^overnment, education, cli- 
n\ate, productions and population? 

Lesson VHL 

1. Sketch an outline map of Germany, locating its rivers, 
mountains, capital, and principal cities. 

2. What are the political divisions of Germany? 

3. Describe the government of Germany, comparing it with 
that of Russia. 

4. Name the rulers of England, Germany and Russia. 

5. Describe the chief industries of Germany — in what par- 
ricnlars do they excel all other nations ? 

6. Contrast the art, literature and science of Germany with 
those of any other of the great nations. 

7. What can you say of the great universities of Germany 
and their influence upon the rest of the educational world? 

8. Describe HoMand and her people — their customs and 
manners, industries, productions, climate, commerce, surface, 
education, and population. 

Lesson IX. 

1. Contrast the people of China and Japan is to their 
religion, government and civilization. 

2. Why has Japan advanced and China remained at a 
stand-still during the last half century ? 

3. What effect do the peculiar customs of China have upoti 
her advancement? 

.:j. Describe the position of women in China. 

5. Describe the system of education in that empire. 

6. Describe the industries of China and Japan. 

7. What effect has the surface, drainage and climate upon 
the Chinese people? 

8. Wl.at is meant by "the awakening of China?" 

9. Describe India; its government, religion, surface, cli- 



COURSE OF STUDY 61 

mate, prodiiclicnis. industries, population, cities. How does 
it compare with Japan. 

Lesson X. 

I. Sludv Africa from a complete outline, emphasizing po- 
sition, surface, drainage and climate. 

. 2. (Contrast Africa with South America on the above four 
points. 

3. Why IS it that the great inland lakes and the great riv- 
ers of Africa have nci proved a great bljessing to that conti- 
nent? 

4. Is there any meaning to the term "Darkest Africa'' ? 

5. Give cause and effect of the great Desert of Africa. 

6. What European colonies have been planted in Africa, 
and how have they prospered? 

7. Describe the Congo State and tell of its government and 
people. 

■8. What can you say of the "Boers" ? 

9. Compare the civilization, surface, drainage, climate, in- 
dustries and people of Africa with those of Australia. 

TO. Contrast the animal and vegetable life of those two 
ccn'tinents. 

Books of Reference. 

Natural Introductory Geography, Hinman. 

Geographical Readers, Carpenter. V 

Rivers of North America, Russell. 

Aspects of the Earth, Shaler. 

The Earth and Man, Guyot. 

Physical Geography, Guyot. 

The People's Natural History. 

Great Races of Mankind, Redpath. 

Natural School of Geography, Hinman. 

This Continent of Ours, King. 

Reports of the Commissioner of Education. 

Methods of Teaching Geography, King. 

Stoddard's Lectures. 

Commercial Geography, Adams. 

Comparative Geography, Ritter. 

Rise and Development of Japan, Smith. 



Reading 



Lesson I. 

Necessity for a more decided interest to be taken in teach- 
ing reading. How may a pupil be taught to get a clear idea 
of the mechanic's of Reading? What is the relative importance 
of thought getting in Reading? Should a teacher have an 
appreciation of the meaning and beauty of literature in order 
to teach Reading successfully? Is the vocal expression of the 
pupil stimulated when he desires to impress upon others the 
beauty and feeling that impressed him ? 

What prepaartion should a teacher have made before at- 
tempting to teach Reading in our pubVic schools? What is 
meant by a Reading recitation? 

(Books of reference are listed at the end of these lessons. 
Sherman and Reed's ^'Essentials of Teaching Reading" is 
the basis of this course.) 

Lesson II. 

How is the element, Time, to be taught to the average pu- 
pil ? How are pupils to be made to feel the grandeur of the 
twenty-third psalm? Of the Battle Hymn of the Republic? 
Of Lincoln's Gettysburg speech? To what extent do the 
emotions enter into thought-getting and vocal expression? 

Why did the war correspondents fail to sing the last stanza 
of "The Battle Hymn of the Republic" ? What determines the 
fastness or slowness of the rate in Reading? What is meant 
by 'largeness of thought" in Reading? How' shouM the 
first chapter of Genesis be read? Commit the first stanza or 
paragraph of "The Rainy Day/' by Longfellow, and the "Re- 
cessional," by Kipling. What is the purpose of the recitation? 

Lesson III. 

Why do good readers divide the words of selections they 
read into groups? What determines the words that belong in 
r.ny particular group? Can rules be given for grouping? 



COURSE OF STUDY 63 

Commit to memory the first and seventh stanzas of "The 
Village Blacksmith" and show how the words should be 
grouped. What exercises train children to group? How 
should the words in the following stanzas be grouped ? How 
1 ead ? 

"The day is dark and cold and drear}^ 
It rains and the wind is never wear}^, 
The vine still clings to the mouldering wall. 
And at each blast tHe dead leaves fall. 
The day is dark and dreary." 

"How dear to my heart are the scenes of my childhood, 
When fond recollections present them to view, 
The orchard, the meadow, the deep tangled wildwood, 
And every loved spot which my infancy knew." 

How is it possible for a teacher to make the teaching and 
reading so interesting that all the pupils will enjoy the lessons? 
What are the essentials of a recitation? 

Lesson IV. 

What is the function of melody in reading or speaking? 
What is meant by the main idea in a sentence and how is this 
to be determined? How may children be taught to find the 
main idea? In reading or speaking, when does emphasis 
manifest itself in a child's language ? Of what importance is 
this element ? How should emphasis and melody be taught in 
the following selections : 

"Among the beautiful pictures 
That hang on memory's wall. 
Is one of a dim old forest 
That seemeth best of all." 

"How often, oh, how often, 
In the days that had gone by, 
I stood on^that bridge at midnight 
And gazed on that wave and sky." 

"How often, oh, how often, 
I had wished that the ebbing tide 
Would bear me away on its bosom 
O'er the ocean, wild and wide." 



64 COURSE OF STUDY 

Would you require the boy, whose voice is changing, to at- 
tempt the above selections? Who should criticize the reader 
of the selection? If the pupil is timid, awkward and peculiarly 
modest, how best get his confidence ? When should the teacher 
read the selection for the pupi^ ? 

"Preparation for the Recitation; or the Art of Study'' by 
Hamilton: How may a teacher profit by the study of Chapter 
IV of the above book? 

Lesson V. 

How does force manifest itself in the mind of the speaker 
or reader? State specifically the differences that exist in 
reading, declaiming and acting. What is the function of 
force? Of what psychological condition is force the result? 
Illustrate the different kinds of force by the following: 

Down, down, your lances, down. 
Bear back both friend and foe. 

Leave the room, sir. 

Carry-Arms. Present Arms. Halt. 

O, sing unto the Lord a new song. 
Sing unto the Lord all the earth. 

''God give us men. A time like this demands 

Strong minds, great hearts, true faith and ready hands. 

Men whom the lust of office does not kill; 

Men whom the spoils of office cannot buy ; 

Men who possess opinions and a will ; 

Men who have honor ; men who will not lie ; 

Men who can stand before a demagogue 

And damn his treacherous flatteries, without winking ; 

Tall men sun crowned, who live above the fog 

In public duty and in private thinking." 

Study the psychology of Stress and Force in order to criti- 
cize justly. If the recitation in rea^ding tests, teaches, or trains, 
and the learner acquires knowledge, power, or v^-kill, then how 
best conduct the recitation in order that the above ends may 
be secured? 



COURSE OF STUDY 65 

Lesson VL 

What does the quaHty of the voice of a speaker indicate? 
Can the speaker control the quaHty of his voice? What is 
meant by the orotund quaHty of voice? When should it be 
used ? What is meant by the guttural quality of the voice and 
when should it be used? What is the aspirated quality and 
when used ? 

Upon what psychological conditions are the various quali- 
ties of the voice dependent? What is meant by the atmosphere. 
of the selection? What can a teacher do to assist the pupil 
in getting the atmosphere of any particular selection? Illus- 
trate the different qualities of the voice by the following 
selections : ''The Village Blacksmith'' ; Poe's ''The Raven" ; 
Gray's elegy" ; Lincoln's Gettysburg Speech; "The Chariot 
Race, by Lew Wallace; "The September Gale," by Holmes; 
"Snozvbound," by Whittier. 

Study critically Chapter II of HamiHon's "Recitation." 

Lesson VIL 

What care should be used in the assignment of a Reading 
lesson for any grade in the public schools? W^hat preliminary 
work should be done by the teacher in order that pupils may 
get the correct pronunciation and meanings of all words and 
the correct interpretation of all allusions, whether of an his- 
torical, Biblical or other character? What particular attention 
i-ho'uld be given to articulation and what drills may be used 
to give good articulation ? What is the value of supplementary 
reading and how should it be used? What would be a 
model assignment for Paul Revere' s Ride, page 187 of Sher- 
man and Reed's text ? 

Study carefully Chapter III, Hamilton's "Recitation." 

Lesson VIIL 

Discuss the following ^methods of teaching Reading and 
state upon what principles each is founded: The Alphabet, 
Phonic, Word, Sentence, and Eclectic. 

What should be the foundation principles for teaching pri- 
mary Reading? Of what importance, to the child is a desire 
to read and how may the teacher strengthen this feeling'' 
How much time should be devoted to phonics? How may a 



66 COURSE OF STUDY 

child be taught to use the dictionary? In what grade should 
the analysis of words begin? What is the psychological con- 
dition of the chip's mind when an attempt is made lo drama- 
tize some of the simpler selections with which the children arc 
familiar? 

Study carefully Chapters IV, V, and VI of Hamilton's 
^'Recitation." 

Lesson IX. 

• What are some of the most marked defects in the reading 
as taught in our public schools and how may these be reme- 
died ? Name some of the obstacles that must be overcome in 
order to get good results in teaching reading. Children often 
have wrong ideals concerning reading when they enter school ; 
how may these be supplanted by good ones ? 

What is the strongest incentive to a child that he may do 
his best when reading a selection ? Is it poossib^e for a teacher 
to eliminate the self-consciousness of a pupil while he is read- 
mg? What does it mean for a child to read intelligently, in- 
telligibly, forcefully and gracefully? How may each of the 
above conditions be realized ? 

Study carefuHy Chapter VII of Hamilton's "Recitation." 

Lesson X. 

Make a moled assignment for "Lochinvar" (page 184, 
Sherman and Reed's text) or ''Barbara Fritchie," (page 185, 
Sherman and Reed's text). 

Read the selection and discuss the various phases of Time, 
Grouping, Melody, Force, and Quality. 

References, 

Essentials of Teaching Reading, Sherman and Reed. 
How to Teach Reading, S. H. Clark. 
The Recitation, Hamilton. 
Some Good Psychology. 



Physiology 



Lesson I. 

1. Why should teachers study the principles of Hygiene? 

2. Define Anatomy and Physiology. 

3. What is the purpose of foods ? Make an outline, classi- 
fying the different kinds. 

4. Name and locate the organs of digestion and make a 
drawing of the stomach. 

5. Explain the purpose of the following fluids: Saliva, 
chyme, chyle, pancreatic and intestinal juices, bile. 

6. Explain what is meant by oxidation in the body. 

7. Is health a civic obligation? 

8. How may teachers im.prove health conditions in a 
school and in the community? 

9. Why is it best to preach health from the standpoint of 
industrial and national efficiency rather than of individual 
well-being ? 

10. Does the failure to enforce health laws result in a me- 
nace to the general health of a community ? 

Lesson H. 

1. Discuss how plants live and grow. Relation of plants 
to animals. Plant digestion and plant food. 

2. How should food be prepared for the human stomach'' 

3. What is meant by appetite and when is it natural? 

4. Is the desire for stimulants or narcotics a natural one ? 

5. What positiv-e position should a teacher take in refer- 
ence to the use of narcotics or stimulants by the pupils? 

6. What effect does the use of these have on the physical 
and moral nature ? • 

7. What special pleading should be made for temperance 
in all things? 

8. Discuss the seven health motives and seven catchword:^ 
suggested in "Civic and Health," by Allen. 



68 COURSE OF STUDY 

Lesson III. 

1. What is the function of the blood, its composition? 
How is it nourished? Use of the different kinds of corpus- 
cles. Describe the plasma. Function of blood clotting. 

2. Make a drawing of the heart, locating all valves, etc. 

3. Describe the spleen. Its use. 

4. Effect of too violent exercise upon the heart. 

5. Evil effects of alcoholic stimulants or narcotics on the 
heart. 

6. Describe complete circulation of the blood, naming all 
organs passed through. 

7. What simple experiments may be introduced by the 
teacher to show the composition of the blood ? 

8. What health rights are not enforced in your commu- 
nity? 

9. Can contagious and infectious diseases be prevented? 

10. How may a- teacher assist in the matter of keeping a 
disease from spreading? 

Lesson IV. 

1. ■ Describe the lungs. and make a drawing of the same 
Give the specific function of the lungs. 

2. Define respiration. 

3. What properties are exhaled from, or inhaled into, the 
body by the action of the lungs and what effect do- these have 
upon the blood? 

4. What is the necessity for complete ventilation in our 
school rooms? 

5. Explain some good plans for ventilating. 

6. Necessity for the correct heating of our school rooms. 

7. Necessity for the correct lighting of the same. 

8. Is the physical welfare of children an index to com- 
munity health ? 

9. Should there be a physical examination of children by 1 
competent person at the beginning of each term ? 

10. What is the difference between a medical examination 
and a medical inspection? 

Lesson V. 

1. Make an outline of the skeleton. 

2. Give uses and composition of the bones. 



COURSE OF STUDY • 69 

3. What care should be taken with children in order that 
they may have well formed bones ? 

4. Describe the muscles of the body; their function. 

5. What is meant by training the muscles? 

6. How may a strong, muscular system be developed ? 

7. Describe the joints ; their uses. 

8. Describe the tendons ; their uses. 

9. What effect has healthful exercise on the bones and 
muscles ? 

ID. What evil effects do alcoholic stimulants have upon 
the muscular system? 

Lesson VI. 

1. Make a drawing of the kidneys and give their function. 

2. Describe the structure of the skin; care of same. Its 
function. 

3. Necessity for cleanliness. Proper kind of baths. 

4. How should a body be clothed in order to secure good 
health ? 

5. What efforts should a teacher make that she may train 
her pupils to care for the kidne3^s and skin that no diseases 
may follow as a result of confinement in the school room ? 

6. Discuss ''mouth breathing." 

7. Discuss the effects of adenoids. 

8. Can teachers train children to guard against "catching" 
cold? How? 

9. Can a teacher suggest methods of a precautionary char- 
acter that would tend to prevent children or commu nicies from 
catcliing communicable or transmissible diseases'* 

Lesson VII. 

1. Why should a teacher take a most positive ^tand against 
ihe use of stimulants and narcotics? 

2. In what way does our nation suffer economically, 
morally and spiritually from their use ? 

3. Tell of the evil effects of alcohol in county, state, and 
nation. 

4. . Evils arising from the use of tobacco. 

5. The evil of the cigarette. 

6. What simple experiments may a teacher make to show 



70 COURSE OF STUDY 

the evil effects of alcohol on the organs of the body or the 
effect of narcotics upon the same? 

7. How may a teacher learn to know infectious and con- 
tagious diseases? (Pages 64 and 65 ''Civics and Health/') 

8. What should be done with children having such dis- 
eases ? 

9. Should the teacher insist on ''compulsory vaccination" ? 

10. Should the teacher and physician work in harmony? 
("Civics and Health," pp. 268-282.) 

Lesson VHI. 

1. What is meant by the nervous system, and upon what 
does a good, strong system depend? 

2. Make a drawing of the brain. 

3. Describe the functions of the medulla oblongata, cerebel- 
liim, cerebrum: and spinal cord. 

4. Describe the nerves, structure and uses. 

5. ,What is the importance of habit and its effect in form- 
nig correct modes of living? 

6. What effect have pleasant and agreeable surroundings m 
tlie school room upon the nervous system of the child ? 

7. What effect have evil companions upon the nervous sys- 
tem of the average child ? 

8. Does kindly treatment in the home and school beget a 
stable nervous system,? Why? 

9. What effect does the use of tobacco have upon the nerves 
of the boy? 

10. Effect of alcohol upon the nervous system? 

Lesson IX. 

1. Make a drawing of the eye, showing the various parts 
and giving their functions and structure. 

2. Name some of the defects of the eye and tell how they 
may be remedied. - 

3. What is the proper care of the eye ? 

4. Describe the human ear; name its parts and its func- 
tions. 

5. Care of the ear. 

6. Describe the organs of taste and smell. 

7. What ill results come from, "eve strain" ? 



COURSE OF STUDY 71 

8. How may a teacher assise in relieving this condition? 

9. What eye tests are possible for a teacher to make ? 

10. When should a teacher suggest to parents that they 
have the eyes of their children examined by competent physi- 
cians ? 

Lesson X. 

1. Why is sanitation one of the important themes in our 
school system at this time? 

2. Upon what does good health largely 'depend? 

3. Is it a fact that disease is the result of the violation of 
the laws of health? 

4. What diseases are contagious? 

5. What is meant by bacteria? 

6. How are diseases comniunicated in the public schools? 

7. Necessicy for pure drinking water. 

8. Necessity of good ventilation. 

9. Can the nervousness of teacher and pupil be reduced to 
a minimum ? How ? 

10. Why is "play" so beneficial to children? 

11. What effect upon the school has the health of a 
teacher ? 

12. Do habits of health promote industrial efficiency 
("Civics and Health," pp. 209-228.) 



■3 



References, 
Elementary Physiology, Conn. 



I 

2. Applied Physiology, Overton. 

3. Human Body, Martin. 

4. Town and City, Gulick. 

5. Control of Body and Mind, Gulick. 

6. Good Health, Gulick . 

7. Anatomy, Gray. 

8. Bacteria and Their Products, Woodhead. 

9. Bacteria, Newman. 

10. Bacteria, Yeases and Moulds in the Home, Conn. 

11. Civics and Health, Allen. 

12. World's Temperance, Craft. 



History 



Lesson I. 

1. Discuss early voyages of the Northmen. 

2. Trials and tribulations of Columbus. 

3. What explorations were m,ade by Spain, France and 
England before the middle of the 17th century? What mo- 
tives prompted each? 

4. Describe the American Indian and te^l why he has not 
made greater progress ? 

5. What is meant by a good method of teaching History? 

6. Outline a good method for such teaching. 

7. Why should biography be the basis for all primary his- 
tory teaching? 

8. How should maps be used in teaching history? 

9. What preparation ought a teacher to make before at- 
tempting to teach history? 

10. Name a list of good books on history that would fur- 
nish supplementary and collateral material for class use. 

(Books for reference are listed at the end of these -lessons.) 

Lesson IL 

1. State briefly the main circumstances as to time, place^ 
and purpose of the settlements made by the Spanish, Dutch, 
French and English on the North American Continent. 

2. In what ways are the lives and characters of the follow- 
ing men connected with the growth and development of the 
American Colonies : 

Roger Williams, William Penn, James Oglethorpe, John 
Smith, Peter Stuyvesant, Lord Baltimore, George Carteret, 
and John Winthrop. 

3. Discuss the differences of manners, customs and indus- 
tries of the Dutch, French and English colonies. 

4. Discuss Miles Standish as a type of pilgrim. 

5. Discuss La Salle as a type of missionary. 

6. Discuss King Philip as a type of Indian. 



COURSE OF STUDY 73 

Lesson III. 

1. Give a mode^ outline for the study of the Virginia 
Colony. 

2. Sketch an outline map of the thirteen Colonies. 

3. What influence did the Puritans, Quakers and the Cav- 
aliers have upon the character of the early settlers in the Col- 
onies ? 

4. Contrast the economic and social conditions of the north, 
middle and the south groups of the Colonies. 

5. Contrast the educational development in the same. 
,6. (a) Discuss Gov. Winthrop as a type of Puritan. 

(b) Discuss Lord Baltimore as a type of statesman. 

(c) Discuss Roger Williams as a type of missionary. 

(d) Discuss WilMam Penn as a type of Quaker. 

(e) Discuss Washington as a type of, soldier. 

7. Who were some of the great men that Virginia pro- 
duced and of what service have they been to their country? 

Lesson IV. 

1. Give causes and results of the French and Indian wars. 

2. Were the motives of the French and English the same 
in the matter of colonization? 

3. What was the principal cause of the American Revolu- 
tion? 

4. What did the Americans gain by the war ? 

5. Mention the most important statesman and the most 
important soldier of Revolutionary times and give a reason 
for your judgment. 

6. In what way were the following men of service to the 
Colonies : Patrick Henry, Samuel Adams, Lafayette and 
Benj. Franklin. 

7. What were some of the educational institutions founded 
in the colonies before our constitutional history began, and 
what has been their influence? 

8. Why had there been religious disturbances in the Col- 
onies prior to the adoption of the Constitution ? 

Lesson V. 

I. When and where did the Continental Congresses meet, 
and what action was taken in each of these meetings ? 



74 COURSE OF STUDY 

2. Describe in detail the "Declaration of Independence." 

3. Describe the "Articles of Confederation" and tell why 
they did not prove satisfactory. 

4. Describe the origin of the present Constitution. 

5. What can you say of the character of the framers of the 
Constitution ? 

6. Why was it necessary that compromises should be made 
in framing the constitution ? 

7. How was the Constitution ratified? 

8. Early financial difficulties; how met? 

9. Discuss the early tariff laws. 

10. Discuss the organization of the National Bank. 

11. In what ways were the following men identified with 
the early Constitutional hjstory of our country : George Wash- 
ington, John Hancock, Thomas Jefferson, John Adams. 
Alexander Hamilton and Gouverneur Morris. 

Lesson VI. 

1. What trouble did the United States have with France 
at the beginning of our Constitution period ? 

2. Explain the Milan and Berlin decrees of Napoleon. 

3. Explain Orders in Council of England. 

4. Explain the Embargo of Jefferson. 

5. What was the final outcome of the commercial reprisals 
on the part of France, England and the United States ? 

6. Give causes and results of the War of 18 12. 

7. What gave rise to the Holy Alliance? 

8. What gave rise to^ the Monroe Doctrine ? 

9. What was the Ashburton treaty? 

10. What led to the annexation of Texas? 

11. What caused the war with Mexico? 

Lesson VII. 

1. State the boundaries of the thirteen original states after 
the treaty of 1783. 

2. What territory was relinquished to the common union 
by the original states? 

3. State from whom, when and how (whether by purchase, 
conquest, annexation, or treaty) the several additions to the 
United States have been obtained : Louisiana, Florida, Texas, 
Oregon Territory, California and New Mexico, Gadsden Pur- 



COURSE OF STUDY 75 

chase, Alaska, Hawaian Islands, Porto Rico, Guam, Tutuila. 
4. Has our nation become a world power ? 

Lesson VIII. 

1. What were the main causes of the Civil War? 

2. What were the compromises that were made from time 
to time that prevented for a time the conflict that was bound 
to come? 

3. In what way were the following men identified with 
the main cause of the War of Secession :'Wilmot, Clay, Cal- 
houn, Taney, Webster, Seward, Garrison, Douglas, Sumner 
Greeley, Lincoln? 

4. What was the Dred Scott Decision ? Its effect ? 

5. Kansas-Nebraska Act? Its effect? 

6. Secession of the Southern States ? 

7. Result of the Civil War? 

8. What amendments were made to the constitution as a 
result of the war ? 

Lesson IX. 

1. Describe the Public Land Grants in this country. 

2. What events have stimulated the growth of commerce? 

3. What effect have the thousands of inventions in labor- 
saving machinery had upon our nation? 

4. Describe five of the most important inventions and tell 
why so important. 

5. Describe the growth of the protection theory in our 
country and tell its effect. 

6. Why has our nation made treaties of reciprocity with 
other nations? 

7. What financial crises have occurred in our country and 
what were their causes? 

8. Describe the Public Land Grants to New Mexico and 
her institutions under the act admitting New Mexico to state- 
hood. 

9. What are other general provisions to the statehood bi!l 
admitting New Mexico? 



76 • COURSE OF STUDY 

Lesson X. 

1. Why should the teacher of history keep in touch with 
current events ? 

2. Describe the Balhnger-Pinchot trouble. 

3. What recent change has taken place in the National 
**House of Representatives" ? 

4. What prominent private citizens have been away for the 
past several months and how were they received in foreign 
countries ? 

5. What historic meeting of chief executives ocurred with- 
in the past year? 

6. What are some of the main bills passed by the late Con- 
gress ? 

7. Name the principal leaders in Congress of the Republi- 
cans and Democrats. 

8. What labor disturbances occurred in the United States 
during the past year? 

9. What about the Nicaragua affair? 

Books of Reference. 

Leading Facts in American History, Montgomery. 
The Northmen, J. E. Olson. 

Guide to American History, Channing and Hart. 
The Colonies, R. G. Thwaite. 
How to Study and Teach History, Hinsdale. 
Discovery of America, John Fiske. 

The American Indian as a Product of Environment, A. J. 
Fynn. 

Era of Colonization, Hart. 

Building of the Republic, Hart. 

National Expansion, Hart. 

The Recitation, Hamilton. 

New France and New England, Fiske. 

The American Revokition, Fiske. 

The American Revolution, Lecky. 

Formation of the Union^ Hart. 

The Confederation and the Constitution, McLaughlin. 



COURSE OF STUDY 77 

Division and Reunion, Woodrow Wilson. 

Welding of the Nation, Hart. 

Louisiana Purchase, Hosmer. 

Expansion, Strong. 

National Development, Sparks. 

Ohio and Her Western Reserve, Matthews. 

American Nation as a World Power, Latane. 

American Territorial Deyelopment, Caldwell. 

Steps in the Expansion of Our Territory', Austin. 

The Purchase of Alaska, Austin. 

Problems in Expansion, Whitelaw Reid. 

Parties and Slavery, Smith. 

Causes of the Civil War, Chadwick. 

Outcome of the Civil War, Hosmer. 

Civil War and the Constitution, Burgess. 

Reconstruction and the Constitution, Burgess. 

Reminiscences of the Civil War, Gordon. 

Slavery and Abolition, Hart. 

National Problems, Dewey. 

History of the United States, McMaster. 

History of the United States, Woodrow Wilson. 



Civics 



Lesson I. 

1. Describe the local government in the Colonies prior to 
the Revolution. 

2. What is government and why is there a necessity for 
the same? 

3. Define and illustrate theocratic, monarchial, aristocratic, 
and republican forms of government. 

4. Compare the formation of the Roman government with 
that of the English government. 

5. What is a constitution. 

6. It has been said that the "Magna Charta," "Bill of 
Rights" and "Petition of Rights" are the corner stones of the 
American Constitution. Why? 

Lesson IL 

1. What different views as to the form of ofovernment that 
should prevail were in existence in the colonies prior to 1775? 

2. What influence did such men as Otis, Henry, Lee, and 
Samuel Adams have in crystalizing a strong sentiment to- 
wards self-government in the colonies? 

3. Describe the New England Confederation. 

4. Describe the "Albany Plan." 

5. When and where were Continental Congresses held? 
State results of each. 

6. In what way were the following men connected with 
the establishment of the fundamental law of the United 
States: Washington, Hamilton, Jefferson, John Adams, 
Franklin, Madison and Henry? 

Lesson III. 

1. What were the Articles of Confederation, and whac 
were their defects? 

2. Why was a constitution proposed to supplant the Arti- 
cles of Confederation? 



COURSE OF STUDY 79 

3. Give the preliminary steps taken to organize a Consti- 
tutional Convention. 

4. State time, place and character of the men who formed 
the convention. 

5. Why was it necessary to make compromises? Nu.me 
the most imporcant ones made. 

6. How was the constitution ratified? 

7. What provision was embodied in the fundamental law 
that enables the people to change che same? 

Lesson IV. 

1. The Legislative Department is how comprised? 

2. House of Representatives : Organization, members, 
election, qualifications and disqualifications ; steps taken in ap- 
portionment ; gerrymandering and its remedy ; contests ; vacan- 
cies ; organizing powers ; election of officers and adopting rules 
and appointment of committees ; compensation in salary ; per- 
quisites; privileges; judicial powers— seat, punish, and ex- 
pel members, impeach officers, delegates from territories. 

3. Senate: Organization; members — numbers, election, 
term, qualifications and disqualifications ;, contests, relation to 
the state; vacancies; presiding officers; organizing powers — 
officers, rules, committes ; compensation ; privileges ; judicial 
powers — seat, punish, and expel members and try impeach- 
ments; executive powers — treaties, appointments. 

4. Outline the powers of Congress. 

5. Discuss the following powers: Taxation, money, rev- 
enue, commerce, naturalization, postoffice and post roads, 
v/ar. 

6. What is the meaning of the following : Habeas Corpus, 
Bill of Attainder, and Ex Post Facto? WTiat is the limitation 
upon Congress in reference to them ? 

Lesson V. 

1. Describe the different ways whereby a bill may be- 
come a law. 

2. Who are the presiding officers of the House of Repre- 
sentatives and the Senate? What authority have they? 

3. What is meant by a quorum ? 

4. What is filibustering and its effect upon legislation? 

5. What special executive powers does the Senate possess? 



80 COURSE OF STUDY 

6. Give the complete process of naturalization. 

7. How are amendments made to the Constitution? (Be 
tptciiic.) 

8. Describe the following : Meetings of Congress and ways 
of adjournment; long, short and special sessions; committee 
work; joint and conference committees; calendar; process in 
passage of a bill; ways of voting. 

Lesson VI. 

1. Discuss the following: The President; term; qualifica- 
tion; eligibility; vacancy; law of succession; compensation; 
powers — diplomatic, treaties, foreign agents, legislative, 
special session, adjournment, message, veto, promulgation of 
laws, military commander-in-chief, war officers; judicial pow- 
ers — appointment of judges, pardons, reprieves. 

2. Discuss the cabinet officers and name the present body. 
Duty of each cabinet officer. Name the principal bureaus 
tmder each. 

Lesson VII. 

1. Of what shall the Supreme Court of the United States 
consist ? 

2. Name the members of the present Supreme Court. 

3. Discuss the following: Tenure, term, and compensation, 
division of courts, supreme, circuit, court of appeals, district, 
territorial, claims, District of Columbia, equity, diplomatic and 
colonial courts. 

4. Powers of courts; character of subject matter; charac- 
ter of parties. Distribution of these powers : original and 
appellate jurisdiction; limitation of authority. 

Lesson VIII. 

1. Legislative department of New Mexico : the two houses, 
the members, number in each house, qualifications, election, 
term of office, privileges, compensation, sessions; journal : yeas 
and nays. 

2. Suffrage; qualifications of voters; who not qualified; 
taxations, exemptions, etc. 

3. Describe the Department of Education of New Mexico, 
name the officers and give their duties. 

4. Name and locate the state Educational Institutions of 



COURSE OF STUDY 81 

Mexico and what is the particular function of each individual 
school ? 

5. Name and locate the territorial asylums, hospitals and 
the penitentiary of New Mexico. 

6. What is the power and duty of the Constitutional Con- 
^ ention ? 

7. How is the Constitution to be ratified? 

Lesson IX. 

1 . Give the names of the executive officers of New Mexico. 

2. Name the judiciary for New Mexco. 

3. What is a state constitution, and how does it differ from 
the national constitution? 

4. Give the duties of each Territorial officer, compensation 
and term of office. 

5. Contrast the early local governments of New England 
with those oi the Southern colonies. 

6. Give the evolution and growth of township, city and 
county governments in the Uniied States. 

7. Discribe city and county governments in New Mexico 
and name the officers and give duties of the principal officers 
in each. 

Lesson X. 

1. Discuss the Public Land Grants for New Mexico, the 
bill admitting New Mexico to statehood. 

2. Relation of State and Nation ; forms guaranteed ; treat- 
ies, war, letters of marque and reprisal ; money ; police powers ; 
return of crimnals ; protection of aliens ; admission of states, 
method, limitations. 

3. The first ten amendments to the Constitution are called 
the American Bill of Rights; what privileges and immunities 
are guaranteed to the people of the country by these amend- 
ments? 

4. What amendments to the Constitution of the U. S. are 
now being submitted to the several states of the Union for rat- 
ification ? 

5. W^hat particular reciprocity treaties has the United 
States made within the past year? 



82 COURSE OF STUDY 

References 

1. School Civics, Boynton. 

2. The Federalist, Madison. 

3. The Constitution, Story. 

4. Civics, Fiske. 

5. Civics, Hinsdale. 

6. Civics, Andrews. 

7. Actual Government, Hart. 



Klements of Pedagogy 



These outlines are based upon Hamilton's "The Recitation" 
(Lippincott, Philadelphia) and the writer's review of it in the 
New Mexico Journal of Education. He urges that each mem- 
ber of the Institute receive the paper and the text and come 
to the meetings of the institute fully prepared to discuss both 
the topics and the questions raised under them. 

There are two methods of presenting a subject more or less 
familiar to teachers : The concentric and the thorough-going. 
The concentric method takes a slice from one general feature 
of the subject after another, returning, after taking each in 
order, to the first selected ; thus making round after round, each 
turn cutting deeper and deeper into the meaning. The 
thorough-going method takes up each topic in order, also, but 
'ireats it exhaustively before leaving it for another. The first 
plan is the method for the child and the beginner. The second 
is the one employed by our text. It takes for granted that 
the student is more or less informed on pedagogy and is fully 
able to appreciate the profounder views of the subject. 

We plan then that the discussion follow this second method 
and take up each topic in succession. Work the field system- 
atically and thoroughly. You cannot cover the course in the 
allotted time. This can be done either by your own efforts or at 
some future time at institute or summer school. 

Lesson I. 

(The Recitation in General.) 

Thoroughly discuss the following topics : ( i ) Nature. — 
Define the recitation and distinguish it from learning. What 
are the senses in which this term has been used? (2) Dis- 
cuss it as a two-fold process — teaching, learning. (3) Show 
its importance as affecting the pupils thinking, study and taste 



84 COURSE OF STUDY 

for learning. (4 ) Characteristics of a good recitation as to 
t-me, rate, order, intensity, adaptability, completeness, and 
clearness of thought. (5) What are the author's indictments 
against the average recitation? 

Lesson II. 

1. Purpose. — What is the effect of the aim on the method 
and the means? Discuss the importance of preparing for the 
recitation. What is the effect of the aim on the effort? Com- 
pare the aims of the pupil and the teacher. Discuss and 
classify aims. Arrange educational aims according to their 
importance or relative values. 

2. Essentials of the Recitation. — What are the essentials 
fof the recitation? Why sO' called? How are interest and atten- 
tion related to the aims of teaching, such as knowledge? 
Interest. — Define interest. Interest may arise from the nature 
of the idea or things.. It may arise from the relations of the 
ideas or things. In the former case it is natural, in the latter, 
acquired. Inherent and associated, direct and indirect, intrinsic 
and extrinsic are other terms which one may use to make the 
same distinction. In view of these distinctions, compare the 
interest of the mliser and the spendthrift ; home and foreign 
geography ; three times four in view of its immediate use, and 
as it is presented to the child in the multiplication table. Com- 
pare the child th*at is interested as to his susceptibilies to in- 
struction and management to one who is not. There are two 
forms of acquired interest ; that w^hich comies from those ideas 
or experience that are essentially related and that which arises 
from those which may be artificially related. There are three 
phases of the first forrn : ( i ) The interest that is awakened by 
discerning the new in the old. (2) The interest awakened by 
discerning the old in the new. (3) The useful. Give illustrations 
of each of these. . The teacher appeals to the artificial interest 
when he offers a reward for study. The child is interested in the 
reward rather than in the subject itself. Prizes, immunities, and 
privileges all fall under this class of interest or incentivies. Can 
?11 knowledg-e be made inherently and essentially attractive? 
Sihould the pupil be induced to work for grades and head 
marks ? If the child is not interested in school, whose fault is it ? 



COURSE OF STUDY 85 

Lesson III. 
(Essentials Continued — Attention.) 

1. How are interest and attention related? ShoAV the neces- 
sity of attention in teaching. What is meant by the inattentive 
pupil? When the teacher has lost the attention of her class what 
noes it indicate? Define attention. Two things determine the 
degree of attention: (i) The amount of available nervous 
energy. (2) The strength of the stimuli. 

2. Three stages in the development of attention How does 
it come that the mind focuses itself upon an idea or object of 
perception? (i) The mind, spontaneously, as the plant gropes 
for the light, turns inherently to the strongest stimulus. This is 
the primary or child's attention . (2 ) But the strongest stimu- 
lus is not always to be followed. The development of the indi- 
vidual requires that he control his actions in reference to re- 
mote rather thati immediate ends. His accumulating experi- 
ences soon teach him that it is to his best interest to often re- 
sist the strongest stimulus for the weaker one. This originates 
inhibition of effort, a battle against nature. It is this battle that 
gives us strength, that makes development possible. This is the 
controlled attention, the product of culture and civilization. (3) 
The third stage in the development of attention has been reach- 
ed when the voluntary form becomes no longer an effort ; when 
the duty becomes a pleasure ; when work becomes play. What 
jF the difference between work and play? 

Discuss the pedagogy of attention after the following outline, 
(i) Favorable and unfavorable conditions for attention. (2) 
Inherent powers of the teacher to secure attention (3) How 
not to secure attention. (4) How to secure attention. (5) 
How to hold it when once secured. 

Lesson IV. 

(Parts of the Recitation.) 

I. Testing.— V^\i2X are the objects of tests? Compare oral 
and written tests. How would you grade oral topical respon- 
sions ? Do you see any gain when teaching and testing follow 
each other in quick succession? In the formal separation? Why 
do teachers confuse testing and teaching? What should deter- 
mine how often tests should be given ? 



86 COURSE OF STUDY 

2. Teaching. — What is meani by teaching? Compare the 
activities of the teacher and the pupil. Compare the favorable 
attitudes of mind of both. Definitions, expositions, explana- 
tions, suggestions, questions used as means to arouse pupils to 
activity. Uising pupil's own knowledge from which he must do 
his own thinking. Define teaching. Discuss the question and 
a.nswer method. If each pupil feels free to contribute something, 
how do you keep out the irrelevant ? 

3. Training. — Discuss the nature of habit and show its 
relation to training. Enumerate equivalent terms. Discuss the 
objects of training. Show that the early training of children pre- 
cedes instruction. Discuss training after the following outline : 
< i) Practice makes perfect. .(2) We learn to do by doing. (3) 
Adapting the practice to the child. (4) Diligent practice vs. 
loutine drill. Enumerate six advantages secured by drills. 

4. Assignment. — Think what is meant by assignment in 
the various grades, (i) Time to make the assignment. (2) Ex- 
tent of the assignment. (3) Character of efficient assignment. 
liow much time would you take for the assignment. What 
would you consider an unpedagogical assignment ? 

Lesson V. 

1. ■ Importance of Study. — Distinguish thinking from rote 
learning. Value of all teaching is measured by being a means to 
stimulate thought. What is it to think? What is it to study? 
Give the etymological definition of study. What is meant bv 
thorough study? Would 3^ou expect study from pupils of all 
grades ? 

2. Possiblities of Study. — The possibilities for study arise 
from three sources : From a world of related things, the con- 
stitution of the mind itself, from a favorable relation of the 
two. Show that the world is a system of related things. This 
gives rise to what activities of the mind ? What is an original 
thinker? What is meant by progressive thinking? Define 
and illustrate science. Can you show the advantages of the 
educated man in thinking a given process of any kind ? 

3. Conditions for Effective Study. — (i) Discuss the 
physical conditions, temperature, pure air, quietude, habit, etc. 
(2) Mind conditions. Interest. — What are the various forms 
of interest? Enjoyment in study. Is it possible to make all 



COURSE OF STUDY 87 

branches equally interesting? Discuss the two kinds of interest. 
Contrast reflective and objective study. Ability to study — an- 
other requisite. Pupils must have the power to concentrate the 
inind — must be able to relate truth. Discuss fully the question 
of lack of ability of pupils, as one of the problems of the school. 
4. Objects of Study. — (i) Well formed mind. — Distin- 
guish general and special discipline. Discuss the doctrine of 
formal discipline. Independent effort. How much help would 
you give a student? Under what conditions would you allow 
partnership study? (2) A well filled mind. (3) Character. — • 
What is it. Enumerate elements of character developed by right 
study. 

( 5 ) ) Stages of Study. — Explain the three stages of study 
— (i) Aoprehension, (2) Comprehension, (3) Application. 

Lesson VI. 
(Method of Study.) 

1. How not to study. Discuss the counterfeit methods of 
study. 

2. Common and special methods of study. Show the 
natur" of general methods of study. How far would you in- 
f luerce the child's mode of study ? 

3 State and discuss these rules for study : ( i ) Thoughtful 
reaiing. (2) Outlining. (3) Reflective repetition. (4) Infer- 
ence. (5) Verification. (6) Character. 

4. What to do with the unprepared. ( i ) Remove the 
cause. (2) Do not hear an unprepared lesson. (3) Prepare pu- 
pils before or in a study recitation. (4) Be sure to have the 
attention of the class. (5) Insist upon a study program. 

Lesson VH. 

(Explain Steps — Inductive Teaching.) 

Explain the long drawn out thinking processes of induction 
and deduction — how the general is discovered and confined — 
the concrete and the abstract. Briefly explain and define the 
five formal steps. Show how knowledge advances. 

I. Preparation. — What is its function? (i) Formal 
preparation a necessity. (2) Must be appropriate. Explain 



88 COURSE OF STUDY 

how lesson units are connected. Explain the principles — ''From 
the known to the unknown." — "From the simple to the 
complex." Illustrate these fully. Show how the new may be 
approached from several avenues. ( 

2. Presentation. — What are the various ways oi presenting 
the new ? Give its purpose. External characteristics of success- 
ful presentation: (i) Clearness — which require^ that the 
teacher have a clear idea of what he wishes to preseht, and then 
iijust express this idea in simple, direct language. (2) Presen- 
tation must have strength — this requires clearness, ^rnestness, 
and repetition. (3) It must be logical. What enables a teach- 
er to present a lesson logically? (4) What is meant by say- 
ing it must be to the point ? ( 5 ) It must be purpqsef ul and 
systematic. (6) It must be complete. Inner characteristics of 
successful presentation are three : ( i ) Mental activity must 
be aroused. (2) This interest must be sustained, \3) and 
directed. Discuss these two classes of characteristics. 

Lesson VII I. 

(Comparison — Third Formal Step.) 

1. Illustrate what is meant by this process, (i) Khow 
how it works in and through the three stages of conception, 
judgment, and reason. Give illustration show^ing how ^m- 
parison works in each of these stages. (2) Fixed stand^fds 
of comparisons as tO' importance in classification; (3) as\to 
value; (4) accuracy and clearness of thought. Show hc;w 
standards of comparison are used in the various branches ^ 
study and phases of life. 

2. Association. — How does association differ from com- 
parison? (i)Give, illustrate, and explain the laws of associa- 
tion. (2) Discuss the practical application of these laws. 

Lesson IX. 

(Generalization and Application — Fourth and Fifth Steps.) 

I. Generalisation. — ( i ) Show that this is the highest stage 
of thinking. (2) Generalization as to form and order. In 
what grades should generalization be learned? Discuss, (i) 
"ideas before words." (2) Oral instruction (3) "Percepts 
before concepts." What is meant by the pedagogical paradox? 
What two errors does the author warn the teacher aeainst? 



COURSE OF STUDY 89 

2. Application. — (i) Knowledge gives culture. (2) Ap- 
pied knowledge gives character. (3) Instruction that involves 
doing. (4) Experimentation. (5) Illustration. (6) Touch- 
ing the interest of the community. Why is this step said to be 
the goal of instruction? 

Lesson X. 

(Thinking.) 

Discuss thinking from the following topics : 

1. Importance of thinking. 

2. Exercises of the school not conducive to thinking. 

3. Observation employed so much in the school involves 
thinking. 

4. Demand the best effort by the pupil by avoiding two ex- 
tremes, (i) It is a mistake to give no help at all (2) It is 
a mistake to give too much help. Challenge the pupil's best ef- 
fort, but do not discourage. 

5. Planful teaching which is separated into tests, instruc- 
tion, assignment, stimulates thought. What form of drills make 
for thinking? 

6. Adapt your work to the stages of thinking — ^apprehen- 
sion, comprehension. 

7. Two kinds of teachers — the micchanical and the spiritual, 
the artisan and the arcist. Describe the experimental teacher. 
The teacher that is. too ready to try suggestions. The teacher 
that teaches as he was taught. Planning for work — this is pre- 
paration. 

8. Emphasize observation and reflection as sources of 
knowledge. First and second hand information distinguished 
and considered as means. What is the Socratic method? Dis- 
cuss these terms, applying them to the recitations : Examine, 
compare, discover, conclude, state, verify, etc. 

Lesson XL 

(General Methods.) 

I. General Method^. Defined. — A method is a systematic 
way of presenting the subject matter of knowledge in conform- 
ity CO the laws of acquisition, reflection, and application of 
knowledge. General Methods deal with those fundamental 
characteristics that are common to all methods of whatsoever 



90 COURSE OF STUDY 

kind. The five formal steps of teaching as discussed in the pre- 
vious lessons constitute the typical form of the general method. 
The forms that foUov^ simply emphasize different phases of it. 
Show how the laws of acquisition, reflection and application 
apply in this connection. Discuss the subject of method (i) "as 
to theory, ( 2 ) as to practice. 

2. Analytic and Synthetic Methods. — (i) Define and il- 
h'iStrate the terms analysis and synthesis. (2) Compare the use 
of these terms to those used in the typical form of the general 
method. (3) Discuss at length the analytic and synthetic order, 
in presenting the subject matter of geography, primary reading, 
spelling, etc. 

3. Inductive and Deductive Methods. — (i) Define and 
fully illustrate the deductive and inductive modes of thought. 
;^ 2) Show how these processes apply to the typical form of the 
general method. (3) In inductive-deductive teaching which 
process precedes the other? (4) What portion of the subject 
matter lends itself most easily to this phase of general method? 
Can one teach history or geography by this method ? 

(4) Objective and Subjective Methods. — (i) Explain the 
use of these terms: (2) What relation is sustained to the 
steps in the typical form? (3) Show that the so-called empir- 
ical and rational methods are simply other terms for the object- 
ive and subjective. 

Lesson XII. 
(Special and Individual Methods.) 

I. Special and Individual Methods Distinguished. — -Methods 
of teaching have characterlistic differences as well as likenesses. 
These arise from the ( i) nature of the subject matter involved, 
( 2) and the means and devices used by the teacher in present- 
ing it. The first has been denominated as "special methods/' 
the second as "individual methods." In making this distinction 
it is not intended that any one particular method is the one des- 
ignated to the exclusion of the other. But the same methods may 
be regarded ffom different points of view. 

(2) Special Methods. — There are special methods in spell- 
i^^'g", geography, languagre, arithmetic, etc. Illustrate. What are 
the different methods of teaching a child to read? Show that 



COURSE OF STUDY 91 

three methods of approach .are possible in preseniing percent- 
age, interest, or cubic root. 

3. Individual Methods. — There are. a greai variety of indi- 
vidual methods depending upon the ingenuity of teachers. Indi- 
vidual methods are often limited in their use to a single lesson. 
Then there are others which serve as a convenient formula for 
presenting many lessons in the same or different subjects. A few 
of them are of so much importance that they deserve separate 
and detailed treatment. 

4. Lecture Method. — (i) In its various forms whac is it? 

(2) Its advantage and disadvantages to the teacher. (3) Dis- 
cuss its advantages and disadvantages to the pupil. (4) With 
what grades is it best suited ? What portion of the subject mat- 
ter lends itself most readily to this method? 

5. The Topic Method. — (i) Explain its nature. (2) Dis- 
cuss its three forms — the verbal, the thought, ihe discussion. 

(3) Point out its merits and demerits. (4) Discuss carefully 
I'ow to lead a child to recite by topics. 

6. Question and Answer Method. — (i) The method ex- 
plained. (2) Discuss questions as to form, guessing, content, 
developing, logical, direct and indirect,^ testing, leading and 
etc. (3) The advantage and the disadvantage of this method. 

(4) How would you use the printed question? (5) Discuss the 
Socratic method of questioning. (6) In actual practice how do 
these methods aid and supplement each other ? 

Lesson XIII. 

(The Form of the Recitation.) 

1. The oral work, (i) Indivdual methods how adapted to 
this form? (2) The advantages of the oral over the written. 
(3) Its adaptability to the various grades. 

2. Written work. (T) advantages, (2) written prepara- 
tion of lessons — advantages for busy work, of copying — (3) 
special recitations, note books, etc. (4) written recitations, (5) 
modes of correcting written work, (6) value arising from writ- 
ten exercises. 



92 COURSE OF STUDY 

Lesson XIV. 
(Recitation Tactics.) 

1. Why are class tactics a necessity? 

2. Discuss school tactics, class tactics, recitation tactics. 

3. Justify or condemn the various methods of calling for 
answers. 

4. Explain the form and determine the relative values of 
directing questions to the class. 

Lesson XV. 

(Text Books.) 

I.' The Adopted Texts of the Territory. When and hov^ 
made? What are they? Object of un'^ormity. Is the adoption 
binding on all schools and all teachers? 

2. Function of a text-book — ^treatise, monograph. 

3. Characteristics of a good text in reading, arithmetic, 
geography, language, grammar, etc. 

4. The intelligent use of a text presupposes that the teach- 
er is qualified to furnish the proper approach. Discuss this topic 
thoroughly, especially as applicable to the lov^er grades. 

5. Use of the texts in the various subjects. Should the sub- 
ject matter of the texts be presented in the order indicated by 
the author? How should the oral and written exercises be re- 
lated to each other, in arithmetic, for instance? 

6. Discuss the question of supplementing the text. 



Elementary Teaching and 
School Managennent 



(This outline is based on ''Teaching a- District School" by 
Dinsmore, but teachers should consult "The Recitation" by 
Hamilton, "The Art of Teaching," by White, "The Educative 
lYocess" by Bagley, "Civics and Health" by Allen and "School 
Management" by White.) 

Lesson I. 

(Getting Ready to Teach.) 

Study thoroughly the questions that a young teacher should 
ask herself, before commencing tO' teach : ( i ) Is my personal 
character adapted to the work? (2) Have my habits of life 
been such that my character, which is a resultant of same, will 
influence for good those with whom I come in contact? (4) 
What has been the character of my companionship during the 
formative period of my life? (5) Do I have positive convic- 
tions upon all questions of right or wrong? (6) What are the 
motives that prompt me in the desire for teaching? (7) Do I 
feel that I have some ability alongf the line of teaching? (8) 
Have I a good temper, one that will pilot me safely when an- 
noying things take place in the school room? (9) Do I love 
all children with whom I come in contact in daily life? ( to) Do 
T understand that teaching is not easy work, but on the con- 
trary, rather strenuous labor? 

, ( Steps in Preparation. ) 

( I.) What should be my general education before attempt- 
mg to teach? (2) Why is special and professional training nec- 
essary for a young teacher? (3) Is reading of books and papers 
along literary and professional lines, a habit; and if so, is 't 
important that a young teacher get this habit early in her 
teaching career? (4) By observation, what is it possible for a 
\oung teacher to learn, that may benefit her, when she goes 



94 COURSE OF STUDY 

into the school room ? ( 5 ) What are the legal requirements for 
tirst, second and third grade certificates in New Mexico? (6) 
Plow may a young teacher prepare to take the third grade cer- 
tificate examination, or the "Reading Circle" examination? 

SECURING A SCHOOL. 

( I ) Why should a young teacher be very careful in select- 
ing her first work? (2) What is the best form of application, 
and how should it be presented? (3) Of what benefit is a con- 
tract with school officers, and what stipulations should be in 
the contract to protect the teacher and the school district ? 

BEFORE SCHOOL OPENS. 

( 1 ) What preliminary work should a teacher do before the 
first day of school? (2) How may a young teacher get the co- 
operation of parents and pupils early in her school work ? 

FIRST DAY OF SCHOOL. 

Prepare a program and present same before the class for the 
criticism of class and instructor. 

Let the program be for a district school with the following 
conditions : 

There are thirty-five pupils in the school in grades as follows : 

First grade — 9 pupils. 

Second grade — 7 pupils. 

Third grade — 6 pupils. 

Fourth grade — 6 pupils. 

Fifth grade — 4 pupils. 

Sixth grade — 3 pupils. 

At the close of discussion the instructor to present a model 
program for a district school with above conditions. 

Lesson II. 

(i) Discuss the fundamental purpose of the school. 

(2) What is the" real function of the teacher? 

(3) Is it important that the young teachers understand 
thoroughly, parental duties, parental rights and responsibilities ? 

(4) Is it quite as important that pupils and patrons have 
a mutual understanding as to the duties, rights and responsibil- 
ities of the teacher? 

(5) Duties of school officers. 



COURSE OF STUDY 95 

(6) What is the necessity of the teacher being on the most 
intimate and confidential terms with her school officers and 
county school superintendent? 

(7) What school reports are required by law or by direc- 
tion 'of the Territorial Superintendent, under statutory provi- 
sions ? 

(8) Why are reports important? 

(9) Upon what basis should pupils be classified in the 
school room, and what reports (of previous terms) help the 
teacher in making the classification? 

(10) What general rules of school should be adopted at 
the beginning of school work, and why should promptness and 
regularity be strictly enforced? 

(11) What general and specific rules of conduct should 
be given and of what importance upon the school is the teacher'^' 
conduct ? 

(12) W^hat should be the character of "Opening Exer- 
cises ? 

(13) Discuss the model program presented by the instruct- 
or in Lesson I. 

( 14) What are the points of excellence in any program? 

Lesson III. 

( I ) The importance 'of the correct assignment of a lesson 
in the various grades and classes. When and how an assign- 
mient should be made. Character of an efficient assignment. 
What must a teacher know as regards the ability of the class, 
the character of the text or subject to be studied? How, and 
vnth what care should lessons in language, reading, geography 
and numbers be assigned ? 

(2) What is the importance of "Busy Work" in keeping the 
lower grades orderly during the time, when they are not in 
class, and what should be the character of this work? 

Discuss the vital' features of the lesson-period from the fol- 
lowing points ; enables pupils to tell when they have learned ; 
it enables the teacher to correct faulty notions that may have 
been acquired by the individual studv of the pupil; it shows 
v/hether or not the pupil comprehends the le^ison or the sub- 
ject matter presented; it ei^ives the child confidence in the mat- 
ter of expressing himself in good English ; it enables the teach- 
er to vitalize the subject matter presented and to correlate it 



96 COURSE OF STUDY 

with the practical affairs of life ; it enables the teacher, to- test, 
to teach and to train. 

( 3 ) What is meant by teaching : ' 

If good results come from teaching, what must have been 
the activities of the teacher and pupil to bring about the re- 
sults? In what manner does simple plain language on part of 
teacher, bring about good results in teaching? Why are good 
illustrations of such great importance in clinching concepts of 
things learned? 

(4) Is there an art of questioning? Discuss the proper man- 
ner of presenting questions so that the pupils' knowledge may 
be drawn upon, and his activities brought into action, whenever 
a subject is presented for contemplation. What is meant by the 
Socratic method of questioning? 

(5) Why are reviews necessary and discuss the relative im- 
portance of oral and written reviews. 

(6) What is attention? What are the factors of attention? 
What are the m'ost important laws of attention? What is the 
key of attention ? Why is attention sO' impbrtant ? 

(7) What lis meant by interest? When does a child acquire 
an inerest in anything, and when may he lose his interest in 
that thing? What pare does the teacher play in causing children 
to take an interest in studies, and lis she ever responsible for 
pupils losing interest in certain studies ? 

(8) What is meant by character building, and what of its 
importance ? Has character a physical basis ? Discuss the effect 
of good manners and good morals upon child life in the school 
room. Can the teacher influence her pupils for good, by exem- 
plifying, in her daily life and conduct the most excellent princi- 
ples of spiritual, moral, physical and intellectual life? 

(9) What is meant by good order in the school room? Is 
a school a well ordered republic ? Is obedience to lawful author- 
ity necessary? Do the cardinal principles of industry, honesty, 
sobriety, tend to develop good citizenship? Are the common 
sources of disorder in the school roomi, natural or unnatural 
conditions ? Are they the outg^-rowth of misdirected energies ? Is 
the teacher largely responsible for disorder? 

(10) Discuss the educational value of rest periods, and 
the teacher's influence in directing these periods, so that the 
pupils may get the most out of them. What phvsical games or 
exercises may be permitted during recesses and noons, that may 



COURSE OF STUDY 97 

redound to the best interests of all concerned ? In what way 
should the teacher identify herself with these games or sports ? 

Lesson IV. 

(i) What is meant by the "Compulsory School Law" in 
New Mexico? Whose duty is it to enforce it? Who are exempt 
from attendance under this law? What is the punishment of 
parents or guardians who are convicted for not obeying this 
law? Does public sentiment justify the rigorous enforcement of 
this law? 

(2) What effect does chronic absence of a pupil have upon 
his progress through school? What effect does absenteeism 
liave upon the school in general ? How may a teacher reduce her 
cases of absence to a minimum ? Can parents be made to see 
that they have a moral obligation in the matter of seeing to it 
that their children are regular and punctual in all matters ? Has 
the teacher a moral obligation to perform in looking after those 
who are irregular in attendance? 

(3) What are the main causes and what are the evil effects 
of tardiness? What is the best plan towards remedying this 
evil ? What effect will the personal habits of the teacher have 
upon the conduct of pupils in the matter of punctuality ? 

(4) If it is true, -that the school building, with its surround- 
ings, represent the average culture of a community, it it neces- 
sary that this building have the proper attention that it may be 
kept in the very best condition? Should the building site be 
healthful and beautiful ? Should the building be properly heated, 
lighted and ventilated ? Should proper sanitary conditions pre- 
vail throughout the building and grounds ? 

(5) Why is there a necessity for general "good will among 
the pupils of a school? In what way may a teacher adjust 
causes of ill-will, that may arise at times ? 

(6) Why is sanitation so important to the health of the 
school? Has a teacher a "moral obligation in seeing to it that 
iiealthful conditions prevail ? Is disease the result of the viola- 
tion of the laws of health ? What is a contagious disease ? How 
are contagious diseases gotten ? \?\^hat are the statutory provi- 
sions towards preventing th^ spread of contagious disease? 



98 COURSE OF STUDY 

(7) Discuss the several "Laws of Health," and is good 
health a civic obligation? 

(8) What are the "Seven Health Motives and Seven 
Catch Words" discussed by Dr. Allen in "Civics and Health". 
(Reading Circle Book) ? 

(9) Why are "Physical Exercises of great benefit in a 
school ? 

(10) What is the value of "Rhetorical Exercises," in a 
school ? Should the teacher censor all productions that are to be 
given ? 

Lesson V. 

( 1 ) What should be the true spirit of the teacher ? What 
prompts the teacher to greater endeavor? 

(2) What should be a teacher's attitude towards the best 
or worst conditions" of school ? 

( 3 ) How, and by whom may a teacher be encouraged, and 
IjOw and when may she encourage those who are under her im- 
mediate direction? 

(4) How may a teacher get a- thorough knowledge of the 
branches she will be expected to teach? How may she get a 
theoretical knowledge of the proper methods of teaching sub- 
jects and of disciplining children? How may she get a practical 
knowledge of the same? 

(5) Can a professional spirit be improved by one's daily 
reading of literature, professional and otherwise, by visiting 
good schools, by attending teachers' meetings or associations ? 

(6) What devices may a teacher use in order to keep up an 
interest in work? What days may be celebrated that will en- 
able the teacher to develop an historical interest, or some other 
interest that will be helpful to the school ? 

(7) Is it well to have "School Visitors" occasionally? 

Lesson VL 

(i) What is meant by "heart power," in the matter of 
controlling pupils It is said that the great Swiss reformer 
Pestalozzi controlled by means of love. What was his success ? 
Plow is the teacher in the school room to show her love for all 
pupils, either good or bad? How may^a teacher show a boy 
whom she feels compelled to punish, that she loves him ? 



COURSE OF STUDY 99 

(2) How do children manifest their love for parents and 
teachers, or for one another? When a child in the school room, 
feels an enmity towards these parties, what effect will these have 
upon his material progress or his general conduct ? 

(3) Do children of different degrees of goodness or bad- 
ness, brightness or dullness need special or individual treat- 
ment ? 

(4) Do children with defective eyes or ears need special at- 
tention and care? 

(5) It is said that the best index to community health is 
the physical condition of school children. If true, what is the 
teacher's moral duty in the matter ? 

Lesson VII. 

( 1 ) Why do some people today say that the work of the 
school is not practical ? Is there an effort on the part of school 
j:eople to meet this criticism, and to make the schools of today 
meet the twentieth century requirements? Has there been an 
effort on the part of teachers to improve Reading in our 
schools ? Do school libraries increase the desire for good read- 
ing ? Are children encouraged to read in their homes ? 

(2) What effort is being made by elementary school teach- 
ers to encourage an acquisition of good English on the part of 
school children, and why are the results obtained, not commen- 
surate with the efforts put forth by teachers ? Do teachers cor- 
rect all errors of language, both oral and written, and insist at 
all times in oral language, the proper word, its correct pro- 
nunciation and accentuation, and in written language, the pro- 
per form and meaning of word, its correct spelling, capitaliza- 
tion, etc? Do teachers insist that pupils use the dictionary to 
learn correct spelling and diacritical markings and shades of 
meanings of words ? Critics say that we do not insist on these 
matters as vigorously as we ought to do. Is the criticism just? 

(3) Is the teaching of Geography done in our schools, so 
as to make it practical ? Is the teaching of this branch so correl- 
ated with industrial and commercial progress, that the child 
is enabled to see the benefit that will accrue from its study? Is 

. the use of the map or globe so taught that this apparatus has a 
S3nTibolic meaning to the child and imaginative conceptions are 
formed in children's minds, of places and things they have never 



100 COURSE OF STUDY 

seen? Are teachers correlating geography and history in such 
a way as to create a greater interest in both of these branches ? 
How may these be correlated? 

(4) Why are biography and. folk lore tales the beginning 
of Elementary History ? 

Do little children love to admire the character of great and 
good men, by merely hearing some one read about them? 
Will these same children, when they grow older, select more 
extended works, descriptive of the men or women they learned 
to love in their now youthful days ? Do the books that a child 
leads in his youth, influence his character? 

(5) Can the true function of our government be taught to 
children by the use of proper juvenile literature in the homes 
and schools? 

Lesson VHI. 

(i) Why is arithemtic considered such a difficult study 
for teachers or pupils, when they come to take examinations? 
Is it because it is not properly taught in the elementary 
schools ? Why are many schools introducing mental arithmetic 
into their grades? Many topics that were in arithmetics twenty 
years ago are now eliminated. Does it improve arithmetic as 
a study to have these matters dropped ? Are boys and girls 
being taught to reason quickly and accurately by the modern 
teaching ? 

(2) Why should teachers study hygiene and physiology? 
Is it necessary that the teacher know the laws of growth of 
t'le human system? Should she know what foods nourish or 
build up the system, or what material tears down the same? 
Should she know what exercises strengthen and develop the 
physical and intellectual powers and what activities destroy the 
same? Is it important that the teacher undersand the relation 
of animals and plants ? 

(3) Why is the- great business world lending its influence 
in favor of temperance? Why are young men who are sober 
and industrious in such demand today?' 

(4) Many schools are now adding commercial departments 
to their work. Penmanship, spelling, letter writing, business 
forms commercial arithmetic, commercial geographv, commer- 
cial law, typewriting and stenography are some of the subjects 



COURSE OF STUDY 101 

taught. Why should there be such a demand for these 
branches to be specially taught ? 

Lesson IX. 

( 1 ) What are some of the chief industries of New Mexico? 
Is it well for a teacher in a community where some particular 
industry is prevalent, to interest herself in that special industry 
and show its relation to other industries of the world ? A 

. teacher in the New Mexico schools should be able to locate all 
mining centers, whether coal, copper or other minerals, and to 
locate manufacturing, commercial and agricultural (Farming 
or Stock Raising) centers. Can you do so? Does it argue that 
if a farmer has been a success at crop raising, stock raising or 
fruit raising in any one of the following states : Kansas, Mis- 
souri, Indiana, Illinois, Oklahoma or Texas, he would suc- 
ceed in a similar way in New Mexico? What are some of the 
problems that he would be compelled tO' learn should he come 
to New Mexico? 

(2) Why has farming in the past few years taken on a 
scientific aspect ? Several states of the union now make the ele- 
ments of agriculture one of the studies to be taught in the pub- 
lic schools? Why has there been a demand for this branch of 
elementary science? Do we any longer think that any one can 
manage a farm successfully in any way he might choose ? Why 
was there a commission appointed to investigate the cause why 
so many leave the farm? Many able writers and thinkers are 
now attempting to stop the tide that now flows from rural life 
to city life, by showing up the evils of congested cities, and pre- 
senting ihe many advantages of country life in comparison. Are 
they justified in so doing? 

(3) Where is the Agricultural College of New Mexico, 
and what effort is it putting forth to help farming, fruit raising 
and stock raising in the territory? What bulletins may be se- 
cured from this institution that would be of great assistance 
in an agricultural industry in the territory? 

(4) School gardens are maintained in some communities. 
What is it possible for a child to learn from these? Why is 
there a growing demand in several of the larger cities of our 
territory for manual training and domestic science in the high 
schools and grades ? In several of the Eastern states these 



102 . COURSE OF STUDY 

things are now being taught Can we reasonably expect that 
they will come to us in time? 

(4) What professions are taught in the state schools at 
Albuquerque, Las Vegas, Silver City, Socorro, Las Cruces. 

Lesson X. 

(i) In what way does personal magnetism, natural apti- 
tude and special preparation, assist one in the elements of gov- 
erning? Of what importance is a strong and well cultivated 
will ? What moral code ought a teacher to adopt, if he proposes 
to get the good will of pupils and people generally? 

(2) When order means system, how may this be acquired 
in a school room ? When order means the good behavior of pu- 
pils, how may this be acquired ? Why should order and system 
prevail in all public schools? 

(3) What is punishment and when is it thought best to ad- 
minister the same? Are there proper and improper modes of 
punishment ? 

(3) What is the specific aim of the public school? Are our 
schools today disseminating a general knowledge that is of use 
to mankind? Are the schools instrumental in developing the 
minds of boys a.nd girls? Are habits being formed that will 
enable boys and girls to think clearly and reason logically on 
all the affairs of citizen life? In short, is good character being 
formed? Discuss the above points. 

(4) What is the relation of habit to training? Why are 
right habits So essential? How may a teacher train boys and 
girls in the formation of good habits ? 



Orthography 



Lesson I. 

1. Reform Spelling. — Give the argument for and against 
simplified spelling. What words are included in the list? 

2. Discuss and fully illustrate the advantages of grouping 
words for spelling — according ( i ) to the number of syllables, 
(2) to homonyms, (3) to sound and rythm, (4) to deriva- 
tion, (5) to the difficulty in spelling, (6) to synonyms, (7) to 
occupations, parts of objects, sciences, etc., (8) to false 
orthography, (9) to filling of blanks calling for choice of mean- 
ing. 

3. Give the argument for and against the use of the spelling 
text in school. 

4. Give the author's (Reed) reason for making this text. 

5. Why are some pupils better spellers than others? 

Lesson II. 

1. Learn, recite and fully illustrate all the rules for spell- 
ing in the text. Of what value are they? 

2. Give and illustrate the use of capital letters. 

3. Point out the means used by the dictionary to teach 
proper pronunciation .Why should you teach syllabication? 

4. Show how phonograms are used in teaching spelling and 
reading. 

Lesson III. 

1. Classify the elements of speech into tonics, subtonics and 
atonies. , 

2. What are the terms applied by the text for these classes 
of elements ? 

3. Point out the cognates of the language. 

4. Show the p'osition of the organs of speech in making 
these — ^in both initial and terminal positions. 



104 COURSE OF STUDY 

Lesson IV. 

1. Illustrate the Webster diacritical markings for all the 
vowiels and consonants, comimitting an illustrative word for 
each. 

2. Make a table of the elementary sounds of the language 
and bring to the class. 

Lesson V. 

Select a list of words from the text of most difficult pro- 
nunciation and conduct a pronouncing contest thereon. 

Lesson VI. 

There are three senses concerned in learning to spell : sight, 
bearing and muscle. The images of sight and hearing in some 
instances may conflict with each other, but usually these three 
senses reinforce one another in association. Hence, the value 
cf oral, phonic^ written and sight spelling. 

1. The preparation — ( i) Co-operation of teacher and 
pupils. — The teacher drills pupils on the pronunciation of the 
words by marking the accent, by marking the vowels in the 
accented syllable, and by striking out the silent letters. The 
meaning is taught by analysis, definition, and use. (Never 
mark any other vowel except the one in the accented syllable. 
If you do, there is confusion. Even the dictionary does not 
attempt it.) (2) Independerit effort of the pupil Teach the 
child tO', first, form an eye-image of the word ; second, hold 
it in his mind in a reflective way; third, reproduce it in writ- 
ing; fourth, carefully repeat the process; fifth, use the word 
in a sentence. 

2. Recitation. — The recitation may occur in either of two 
forms — written or oral. Discuss and determine the value of 
the various devices you have used in connection with these 
two methods. Have the child write the words as a whole. 

3. Conduct an exercise illustrative of the above plan. 

Lessons VII. VIII, IX, X. 

I. Give the etymological definition of the following words : 
Benediction, circumnavigate, talking, blamable acquitted, 
spinner, reddest, gladden, tardiness, protestant, inspect, ab- 
stract, consciousness, transportation, influence, animation, un- 



COURSE OF STUDY 105 

derrate, inflexible, repugnant, valedictory, manufactory, com- 
l)ositi'on. 

2. Give an illustrative lesson in synonyms from the texr, 
another on choice of words, another on misused words. When 
would you begin to teach the child to spell by writing ? Would 
you teach him to print? In what grade of work should oral 
spelling begin. If a wiord is written incorrectly, why is it ad- 
visable to erase it without calling attention to the mistake? 
In what stage of advancement can mistakes in form be freely 
discussed with profit? In oral spelling would you pass a 
Avord from one pupil, giving each a chance to guess? Why 
rot? Do you believe in head marks? Why? Would you 
allow pupils to correct each other's mistakes in written spell- 
ing? Why? In .reviews is it not waste of time to assign the 
easy as well as the difficult words for study and recitation? It 
is said that formal definitions should not be taught before the 
fourth grade. In what other w^ays may the meaning of words 
be taught? A primary idea is its own definition. A secondary 
idea is one that is defined by pointing out its relation to other 
ideas. How would you teach the meaning of these primary 
or unclassifiable words as to meaning? 

Discuss the question of spelling in connectioji with the read- 
ing. Does oral spelling assist the reading? Does the reading 
assist the spelling ? What per cent, of the words of the reader 
should the child be able to spell as a qualification for promo- 
tion? Would you teach a child to spell a word he could not 
define ? Discuss the teaching of the use of the dictionary as to 
time, method, etc. Illustrate the correct manner of writing 
words and their definitions. The use of a language implies 
four arts: (i) the interpretation of spoken words, (2) to ut- 
ter them, (3) to interpret the written form, (4) to write the 
form. 

What have these to do with spelling? Why is Englisa 
spelling difficult? 'Would you make every lesson a spelling 
lesson? What is meant by the dictionary habit in this connec- 
tion? There are two hundred thousand or mOre words in the 
dictionary. What words among these should one learn to spell ^ 
Why is a miisspelled word considered a disgrace among people 
of culture? Does a child's word memory assist him in learning 
spelling? How would you hold pupils responsible for remem- 
bering- the words which have been taught them? 



106 COURSE OF STUDY 

Assign one of these problems to members of the Institute and 
have a report given the next day. 

1 . What words should make up the spelling list ? Number 
of words for a lesson ? 

2. How to interest pupils in spelling. 

3. The relative amount of oral and written spelling. 

4. The pronouncing of words. 

5. Correction of papers. 

6. How to prevent deception. 

7. How to assist pupils who endeavor to iearn, but who 
constantly miss words. 

8. Would you deduct for misspelled words in other les- 
sons ? 

9. How would you appeal to the reasonins: activity of the 
child in learning to spell ? 

10. The use of the dictionary. 



Penmanship 



(The following outline is arranged with a view to improv- 
ing the writing of teachers, thereby suggesting methods of im- 
proving their writing classes. The Manual of Medial Writ- 
ing, Ginn & Co., should be in the hands of every teacher. Ler 
the Instructor assign a definite amount of the following out- 
Ime for each lesson) : 

1. Discuss — (i) Importance of good copies; (2) The 
best method of writing: (3) Why should the lesson be short?; 
(4) Time to have the writing exercise; (5) The pride of 
pupil and teacher as shown in accuracy and neatness of work ; 
(6) Writing to ruled lines; (7) Importance of having the in- 
itial effort correct. 

2. Material required. — (i.) Ink, (2) pens, (3) penholders. 
Describe the position of the book, the hand, the body. As 
these are described, illustrate them. 

3. Show how waking-up exercises on the cover page are to 
be used. Let these steps be followed : (i) Instruct, (2) illus- 
trate, (3) retrace the copy with dry pen, (4) practice the copy 
in ink. 

4. Give the author's rules for writing on the black-board, 
(i) Position, (2) follow your arm, (3) write on a level with 
the eye, (4) holding the crayon, (5) using it. 

5. Make an illustrative chart showing the spacing of all 
letters and figures. Take up each specimen and discuss it as 
to (i) form, (2) slant, (3) spacing, (4) method of making. 

6. Group the ktters according to their similarity of form, 
and the difficulty of th^ir making. 

7. Plan of the' books. — (i) Utilizing space. (2) Size and 
shape of the books. (3) The advanced and review work. (4) 
Sentiment expressed by the copy. ( 5 ) Dealing with absentees. 
(6) Grading of the books. (7) LegibiHty. (8) Steadiness of 
improvement. (9) Uniformity. (10) Size. 

8. Discuss devices for securing the best results in conduct- 
ing the writing class. 



Psychology 



''A Primer of Psychology" by Pitchner, published by the 
MacMillan Company, Chicago, will serve as a suitable text 
for this course. 

Lesson I. 

(Introductory.) 

I. Give the derivative meaning of the word, psychology. 
Psychology is a science which observes and explains mental 
states and processes. Discuss the italicised words in this defini- 
tion. Distinguish things from processes, the objective from the 
subjective point of view. From whence comes the facts of psych- 
ology? How do you know that other people have minds? Dis- 
cuss the methods of psychology. What are the difficulties con- 
nected with each? 

Lesson II. 

. (Mind and Consciousness in General.) 

1. Consciousness defined. 

2. Consciousness distinguished from mind. 

3. Character of consciousness, (i) Self-consciousness, (2) 
Content or quality, (3) Continuity, (4) Intensity or rise and 
fall of consciousness, (5) Speed or time rate of consciousness. 

4. Divisions of mind, ( i ) Mind has three stages. Child — 
adult — old age. Briefly compare them. (2) Conscious states, 
what are they? (3) What is meant by concrete processes? (4) 
Elementary processes defined and illustrated. 

5. What are some of the problems of psychologv? 



COURSE OF STUDY 109 

Lesson III. 

(Mind and Body.) 

1. What is the mind? What is the body? 

2. Give the evidences that the brain is the organ of con- 
sciousness. What are the functions of the various portions of 
the nervous system? Distinguish afferent from efferent nerves. 

3. Give the general effects of, mind upon body, body upon 
mind. 

4. Distinguish movement from action-. Explain and illus- 
trate reflex movement, automatic movement. 

5. Describe the organs of the special senses. 

6. For every psychological process there is a corresponding 
physiological process. What is meant by psychophysical paral- 
lelism? Show that mind is not a function of the brain. What 
is the physiological condition of consciousness? Attention? 
Habit ? Temperament ? Memory ? Association, etc ? 

Lesson IV. 

( Sensations. ) 

1. Light waves produce a chemical change on the retina of 
the eye. This stimulus starts in the optic nerve a commotion or 
current, which is carried to> the optic center of the brain, there 
to be elaborated — a physiological process. On the mind side as 
result of this, consciousness has a sensation of light and color 
— a conscious process. 

In like manner show how all the sensations are produced. 
From these illustrations it may be seen that there are three 
cj asses of elements concerned in sensadon. 

2. Elements of Physical Environment. — Not only point out 
the nature of the stimulus for each organ of sense, but how it 
affects the organ. 

3. The physiological elements involve : ( i ) An end organ 
capable of converting a physical energy into a physiological en- 
ergy. (2) Nerve tracts capable of transmitting nerve energy 
from the end organ of the brain. (3) A brain capable lof ad- 
justing itself to all the incoming currents of the organism. 

4. The Psychic Elements: (i) It is necessaiy for the mind 
to respond to the sensory condition of the brain. (2) The mind 
is changed or modified thereby. (3) This modification is the 
stuff out of which a knowledge of the outer world is made. 



110 COURSE OF STUDY 

5. Bear in mind the following facts: (i) Sensations are 
complex affairs. Show that there can be nO' such thing as a sin- 
gle sensation. (2) We are not aware of sensations at all, wc' 
simply experience a knowledge of things. (3) Sensations are 
psychic affairs and they are classified according to the different 
sense organs. 

6. Kinds of sensation. Show that the specific character of 
sensations depends upon, ( i ) the character of the particular 
sense organ, (2) The portions of the organ stimulated, (3) 
The variation in the kind of stimuli, (4) The length of time the 
stimulus acts, (5) The intensity of the stimulus. Make an out- 
line of the various sensations on the basis suggested. 

7. Define a sensation. 

8. Discuss the education of the senses, (i) as to extenc, 
(2) as to its influence on the entire mind. ' 

Lesson V. 

(Perception.) 

1. Define perception. What is its relation to sensation? 
Point out the differences between perceptions arid ideas. What 
then are the various concrete and elementary processes involved 
in a perception ? 

2. Discuss the classes of perceptions, (i) as to quality, 
space and time. (2) As to senses involved, eye, ear, etc. 

3. Show the illusory elements in all perception. What is 
meant by hallucinations. 

4. Discuss these principles : ( i ) The senses through per- 
ception are capable of a high degree of development. (2) By 
educating the senses we educate the whole mind. (3) A 
knowledge of the world is based upon different data from a 
knowledge of the mind. (4) The process of unifying sensation, 
making them meaningful is called apperception. Its basis is laid 
in the nervous system and is expressed by ''acquired and inherit- 
ed tendencies." 

Lesson VL 

(Ideation.) 

I. An idea is a copy or a reproduction of a past experience, 
a memory image. Explain the meaning of idea from its etymol- 
ogy. Show how ideas are obtained. 



COURSE OF STUDY 111 

2. Ideas compared with perception. We cannot perceive 
without ideas but ideas originate in perception. There are 
three particulars in which ideas differ from their original ex- 
periences, (i) Intensity, (2) Completeness of detail or con- 
tent. (3) Objectivity — they may or may not be referred to some 
particular objective experience. 

4. Law of association. — Ideas or perceptions occurring to- 
gether in an original experience tend to persist. In reproduction 
the same connection or order adheres. Association is thus ex- 
plained by the law of habit. Show that ideas only are associac- 
ed. Give the foimula for association. 

5. Forms of associations, (i) stimultaneous, (2) success- 
ive. Illustrate each of these. 

6. Conditions favorable for associations. ( i ) Similarity and 
contrast. (2) Cause and effect. (3) Continuty of time and 
space. (4) Means and ends, etc. 

7. How do ideas become abstract or general ? 

Lesson VII. 
(Feelings, Emotions and Sentiments.) 

1. Two theories of feeling. One theory regards feeling as 
primary, unanalizable, and standing as its own definition. Its 
very essence is in .the being felt. The other theory regards it 
as a concrete process. Affective consciousness — pleasantness 
and unpleasantness is primary. Feeling is a complex process 
made up of sensations and affections. When the asseptive side 
receives the emphass one says he feels so and so. 

2. Feelings are subjective while sensations as such are ob- 
jective. Illustrate. How do sensations differ from, feeling? 

3. Discuss feelings as to kind. 

4. Discuss emotions after this outline, (i) Feeling, emo- 
tions, mood, passions and sentiments, distinguished. (2) Trace 
the course of an emotion. (3) How are emotions classified. (5) 
Discuss temperament 2iS to (i) definition, (2) Kinds, etc. 

6. Sentiments distinguished from emotion . 

7. The various forms of sentiments distinguished. 

8. Intellectual sentiments, (i) Definition, (2) Belief, (3) 
Truth, (4) Curiosity. 

9. Social or ethical sentiments, (i) Defined, (2) Kinds. 

10. Aesthetic sentiments, (i) Definition, (2) Kinds. 



112 COURSE OF STUDY 

Lesson VIII. 
(Memory and Imag-ination. ) 

1. What is meant by a memory? An imagination? How do 
these processes differ? How are they aHke? 

2. Active and passive forms distinguished. 

3. Stages of memory — retention, reproduction and recog- 
nition. 

4. Discuss the art of committing, art of remembering, art 
of forgetting. 

5. Dangers and uses of the imagination. 

6. Kinds of memory and of imagination, distinguished. 
What are the bases of this classification? 

7. Limitations of the imagination. 

Lesson IX. ^ 

(Thought and Langauge.) 

1. Any set of movements common to a group of individuals 
mutually recognizable as a sign of a mental process is called 
language. In your analysis of this definition note the following : 
( I ) All mental processes have a tendency tO' express them- 
selves. (2) Language is a mutual means of exchanging emo- 
tions, ideas and thoughts, (3) There is no other means of ex- 
pressing a mental state except through the use of the motor 
organism. (4) The developing of thought and language must 
proceed together. (5)The function of mental suggestion — 
positive and adverse. (6) Imitation as a motive for language. 

2. There are two kinds of language, ( i ) gesture, which is 
subjective and used to express the emotional side, and (2) artic- 
ulate speech which is objective, which is used tO' express the 
thought side. How do these two kinds stand related as to de- 
velopment ? What were the first forms of language and speech ? 

3. Discuss words as (i) movable types, (2) as a support 
and stimulus to thought. 

4. What is thinking? It is a mental movement from one 
Idea or relation to another, with a clear consciousness of the 
relations. Show how the process varies from very simple forms 
to those of more elaborate character. Discuss judgment, con- 
Ppi,i .. rpnc.vt-i rnmnarison, abstraction, generalization, etc. 
Define and illustrate the inductive form, of reasoning, deductive 



COURSE OF STUDY 113 

forms. Does a child reason? An animal? Give incidents. Show 
that reasoning de novo is a rare process. 

Lesson X. 

(Will, Attention, Action.) 

1 . A developed form of will is a selective action that knows 
what it wants. In a well defined act of choice or resolve, there 
?.re several stages : ( i ) Two or more possible lines of possible 
action are recognized. (2) an excitement of a desire as to the 
value of these different courses of procedure. (3) Deliberating 
upon the consequences of actions. (4) The decision cuts off the 
deliberation. ( 5 ) The consciousness of doing something. Illus- 
trate these steps. Upon what does the development of the will 
depend ? What is the primary element in every form of will ? 

2. Discuss attention as a form of will. Attention is a pri- 
mary form of all mental processes. What is meant by inatten- 
tion ? The rise and fall of attention. The distribution of atten- 
tion. Active, passive and secondary passive attention distin- 
guished. Importance of training the attention in education. 

3. Explain carefully the simple forms of doing, such as im- 
pulsive, reflex, automatic, instinctive. Which are actions? 
Which are movements ? 



Physics 



In the discussi'on of the following lessons, first consider the 
topic. What it is, how does it work, and lastly of what prac- 
tical, value is it to civilization ? 

Lesson I. 

The historic standard of length, origin of the metric syscem. 
The fundamental units. Definition of destiny. Resolution 
of forces. Law of gravitation. Equilibrium. Velocity. Accelera- 
tion. Momentum. Centrifugal force. 

Lesson IL 

Liquid pressure beneath a free surface. The hydrostatic 
paradox. The hydraulic press. The hydraulic elevator. Artesian 
Vv^ells. Specific gravity. Hydrometer. Torriceli's experiment. 
Baromicter. Incompressibility of liquids. Compressibility of air. 
Density of air below sea level. Siphon ; air pump. The Cartesian 
diver. The diving bell. 

Lesson IIL 

Diffusion of gases and liquids. Saturated vapor. Pressure 
of a saturated vapor. Dew. Fog. Rain. Hail, Snow. Humidity. 
Evaporation. Hydrometer. Sublimatign. Elasticity. Cohesion. 
Capillary action. Crystalization. Absorption. 

Lesson IV. 

Kinds of thermometers. Change from one reading to another. 
How grade a thermometer? Maximum and minimum thermom- 
eters. Coefficient of expansion. Compensating pendulum. Erg. 
Fixed pulley. Movable pulleys. Combinations of pulleys. Levers. 
Wheel and axle. The screw. Horse power. Potential and kin- 
etic energy. 



COURSE OF STUDY 115 

Lesson V. 

Friction. Ball bearing. Internal friction. Water turbine. A 
calorie. The conservation of energy. Perpetual motion. Con- 
densing and non-condensing engines. The eccentric. The gov- 
ernor. Efficiency of steam. Mechanism of the gas engine. The 
srcam turbine. 

Lesson VL 

Heat of fusion. Latent heat. Regelation. Heat of vaporiza- 
tion. Variation of the boiling point with pressure. Cooling by 
solution. Freezing mixture. Fractional distillation. The liquid 
air machine. Manufactured ice. Cold storage. Conduction. Con- 
nection and radiation of heat. The Davy Safety lamp. Ventila- 
tion. 

Lesson VH. 

Magnets, magnetic fields. Dip of the compass needle. Mag- 
netic pole. Kinds of electrification. Conductors. Electron 
theory. Induction. Lighting. Electric screens. Condensers. 
Toepler-Ho'ltz machine. Cell. Direction of current. Galvano- 
meter. Ohm. Ampere. Shuts. Polarization. Cells arranged in 
series and parallel. 

Lesson VIII. 

The electrolysis of water. Electro-plating. Electro-typing, 
Refining of metals. 'Scorage batteries. Helix. Electro magnet. 
Electric bell. Telegraph. Heating effects. Incandescent lamps. 
Arc lamps. The Cooper-Hewitt mercury lamp. Induced current. 
An alternating surrent dynamo. The multiplolar alternator. 
Commutator. The ring-armature direct current dynamo. Series, 
shunt, and compound-wound dynamos. Electric motor. Induc- 
tion coil. Telephone. 

Lesson IX. 

Sources of sound. Speed of transmission. Speaking tubes. 
Longitudinal and transverse waves. The siren. Speaking gal- 
lery. Sounding boards. Beats. Interference. The major diatonic 
scale. Law of lengths and tensions. Manometric flames. Over- 
tures. The phonograph. How did Roemer discover the speed 
of light? Eclipses. Pholometer. Diffused light. Refraction. Po- 
larization. 



116 COURSE OF STUDY 

Lesson X. 

Multiple images. Virtual image. Camera. The projecting 
lantern. Telescope. Zeiss binocular. Wave lengths of light of 
various colors. Newton's dolor disk. Color of pigments. 
Color of films. Chromatic aberration. The rain-bow. Infra 
led rays. Wireless telegraphy. Roentgen ray and its uses. The 
disintegration of radio-active substances. The birth of radium. 



Part II 
ELEMENTARY COURSES 

FOR 

Third Grade Applicants 



ARITHMETIC 



(The instructor will carefully inspect the following outline 
and divide it into twenty (20) lessons for the four weeks' insti- 
tute, according to the needs of the class. Use adopted text.) 

This course is designed primarily as exercises in review for 
teachers who should become more thorough in the subject of 
arithmetic. With this in view each lesson should be briefly pre- 
sented by the Instructor before assigning it to members of the 
institute for study. Should an inductive initial presentacion of 
any subject be desired, select topics from the ^'arious divisions 
to suit the end sought. One hour should be given to home study 
and its results submitted in some form tO' the Instructor. It Is 
useless to attempt to cover the whole subject of even element- 
ary arithmetic in so short a time, but be thorough in what is 
attempted and be sure to throw the emphasis upon those por- 
tions most needed. 

(Notation and Numeration.) 

1. Give meaning to these terms: Notation, numeration, 
integer, fraction; distinguish a common from a decimal frac- 
tion. 

2. Name the first twelve periods and show the use of the 
comma, the period, and "and" in reading decimals. 

3. vShow the relation (i) of orders to each other, (2) of 
orders to periods, (3) the use of naught. 

4. In 674.346 give (i) the local value of each figure, (2) 
the relative value of each to all the others. In the same man- 
ner, read $341. 365. Read (6 — 1-2 plus 5x7) — 13. See the 
adopted text for similar exercises. 

5. Write (i) three hundred six billion one bunded nine; 
(2) three thousand sixty-one hundred millionths. both as a 
decimal, and as a common fraction; (3) five thousand four 
and twenty-one hundred thousandths. 



1,20 COURSE OF STUDY 

6. Make original rules for integer and decimal notation and 
i-umeration. ^ 

Addition. 

1. Show thai only numbers of the same kind can be add- 
ed. Illustrate this principle ( i ) By adding numbers consisting 
of units, tens, hundreds, etc.; (2) By adding U. S. money; 
(3) By adding compound denominate numbers ; (4) By adding 
fractions. 

2. Develop rules ( i ) for ad'ding integers and decimals ; (2) 
for adding common fractions; (3) for adding compound de 
nominate numbers. First let the directions apply to individual 
exercises, then follow by expressing them in a most general 
way. 

3. Solve and explain the following exercises, giving special 
attention to the written and oral language forms, (i) 14.68 
plus 6x95.04 plus 896-. 87; (2) 3-7 plus 1 1-20 plus 33-45; (3) 
J 3-4 plus 23 5-9 plus 27 10-13 plus 45^4-5 ; (^) To 9 yards, 7 
feet, II inches add 12 yards, 9 feet, 7 inches. 

4. Solve these problems found in the text and hand them 
to the instructor for correction; Ex. 51, No. 10; Ex. 126, 
Nos. 3, 6, 15, 18; P. 179; Ex. 357, Nos. 7, 8, 9, 10, (Walsh's 
New Grammar School Arithmetic). 

5. The first year a man worked in a smelter he received 
$460. If his salary is increased $75.00 a year for five years, 
how much does he earn in six years ? ^ 

6. A man has gone 17 3-4 miles of his journey, which is 
9 5-6 miles less than the distance he has yet to go. What is 
the length of the journey? 

7. The adjacent sides of a rectangular field are respectively 
40 rods, 10 feet, 8 inches, and 34 rods, 9 feet, 4 inches. What 
is the distance around it ? 

8. Explain these problems from the text without solving 
them: P. 54, No. 16; P. 58, No. 10; P. 6y, No. 14; P. 69, No. 
14; P. 139, No. 21. ■ 

Subtraction. 

1. Give meaning by illustration and by definition to the 
following terms: Subtraction, minuend, subtrahend, re- 
mainder. 

2. Principles — show by concrete illustration that only like 



COURSE OF STUDY 121 

iium^;ers can be subtracted; (2) The minuend is equal to the 
sum of the subtrahend and the remainder. How many objects 
are required to illustrate the process of subtraction? 

3. Bring to class practical exercises illustrating the three 
problems in subtraction ; ( i ) the minuend and the subtrahend 
given, to find remainder; (2) the remainder and the subtra- 
hend given, to find the minuend ( 3 ) minuend and the remaind- 
er given, to find the subtrahend. 

4. Explain these exercises — ( i ) 847 — 2 18; ( 2 ) 904 — 329 ; 
(3) 9— -0678; (4) 4 3-4x62-5—3.7; (5) From 10 lb. 10 pwt. 
10 gr. take 5 lb. 11 oz. 12 pwt. 13 gr. ; (6) From 7-8 A. take 
31.5 sq. rds. 

5. For drill exercise bring in the following : P. 28, Nos. 10, 
20; P. 33, Nos. 2, II ; P. 66, Nos. 13, 22, 26, 29; P. 135, Nos. 

?:> 5,7' 

6. Deduce a rule for subtraction. 

7. A man owes $3780, but has only $2860. How much 
must he borrow to pay the debt ? 

8. A boy bought a book for $2 3-10, a knife for $3-4, and 
3 hat for $1 3-5. What change should he receive from a ten 
dollar bill? 

8. How long since the Declaration of Independence? The 
death of Lincoln? 

10. Write out the explanation of the following and bring 
to the class: — (i) P. 56, Nos. 2y, 29, 33, 36; (2) P. 112, Nos. 
8, 15, 17, 19, 22, 23, 36, 38; (3) P. 284, No. 3. 

Multiplication. 

1. Give meaning to the terms: ratio, multiplication, multi- 
plier, multiplicand, product. 

2. Principles: — (i) show that multiplication is a short 
method of addition; (2) that the multiplier is always abstract; 

(3) that the product is Hke the muhipHcand; (4) that the pro- 
duct is numerically the same using either number as the multi- 
plier. 

3. Bring practical exercises to illustrate the three prob- 
lems : — (i) the multiplier and the multiplicand given, to find 
the product; (2) the product and the multiplier given, to find 
the multiphcand; (3) the product and the multiplicand given, 
to find the multiplier. 

4. Explain these exercises : — (i) 832x3; (2) 796x8; (3) 



122 COURSE OF STUDY 

847x24; (4) 54.6x8.9; (5) 23-45x55-138; (6) 467x3-5; (7) 
4 3-9x8 7-9; (8) 8.3x1 2f-7', (9) 6 times 213 rods, i yard, 2 
feet, 6 inches; (10) 3-4 of 25 gallons, 2 quarts, i pint, 2 gilb. 

5. Drill exercises from the text :^ — P. 29, Nos. 3, 4, 10; 
P. S6, Nos. 7, 10, 16, 19; P. 106, Ex. 180, No. 8; Ex. 181, 
No. 6; Ex. 182, No. 10; Ex. 183, No. i. 

6. At the rate of 2 sheep for $5, how many sheep can be 
bought for 25 five dollar bills? 

7. If 2 1-2 'of an inch on a certain map represent a mile, 
what is the distance on the map between two places chat are 
40 miles apart? 

8. When vinegar is 3c a pint, how much is 7-8 of a gallon 
worth ? 

9. Write out and hand in the analysis for the following: 
P. 54, Nos. 7, 14, 26; P. 75, Nos. I, 4, 10; P. 139, Nos. 12, 

14. 

Division. 

1. Give meaning to dividend, divisor, quotient, numerator, 
denominator, factor. 

2. ■ Principles : — What is the effect on the quotient or the 
fraction, (i) of multiplying or dividing the dividend or the 
numerator, (2) of multiplying or dividing the divisor or the 
denominator, (3) of multiplying or dividing both? 

3. Bring practical examples to illustrate these problems : — 
( i) dividend and divisor given, to find the quotient; (2) divi- 
dendend and quotient given, to find the divisor; (3) quotient 
and divisor given, to find the dividend. 

.4 Explain these exercises:— (1) 867-^24; (2)847^27 
(3) 9678^472; (4) 500-005; (5) 67-^3-7; (6) 25-28-^ 
3-4 (7) Divide 2 gal. 2 qt. i pt. by 15; (8) 85 rods is what 
decimal of a mile? 

5. Explain the process of cancellation. Upon what principle 
does it depend? 

6. Solve the following practice exercises : — P. 78, Nos. 21, 
22, 27. Page 13, Nos. 3, 6, 8, 10. 

7. By selling a farms of 275 acres for $1360, I gained $900. 
How much did I pay for the farm? 

8. The bottom of a cistern measures 8 ft. 6 in. by 2 ft. 4 
in. How deep must it be to contain 80 cubic feet ? 

9. Bring in the written solution to the following: — P. 114, 
Nos. 41, 45; P. 165, Nos. I, 3, 6, 10, II. 



course of study 123 

Divisors and Multiplies 

1. Give the meaning to prime factor, composite factor, L. 
C. M., G. C. D. 

2. How can yO'U tell when numbers are disible by 2, 3, 4, 

5,8? 

3. Resolve into prime factors 96, 684, 4305, 1331, 68364. 

4. Through your knowledge of the multiplication table, 
factor all the numbers to 100 by inspection. 

5. By factoring, find the L. C. M. and G. C. D. of the fol- 
lowing:— (i) 144, 264, 540; (2) 240, 336, 480; (3) 81, 117, 
126, 135. 

6. Solve the following exercises of the text :— Ex. 115, i to 
ID,; P. 65, 3 to 10. 

FRACTIONAL REDUCTIONS. 

1. Give meaning of mixed number, proper fraction, im- 
proper fractions, compound fraction, complex fraction. 

2. State ihe principle of all reduction of numbers. What 
is its object? When is an expression in its simplest form? 

3. Changed to whole or mixed numbers: — 9-2, 45-12, 
3137-45, 12412-151. 

4. Change 13 -to 6ths, 31 to 24ths. 

5. Change to improper fractions: — 10 7-8, 40 7-15, 127 

-^-35- 

6. Change to the lowest terms: — 9-135, 308-176, 66-1046. 

7. Change to least common denominator : — 4-5, 2-9, and 
14-15; 7-12, 9-20, and 19-30. 

8. Arrange 7-10, 3-5 and 2-3 in the order of their magni- 
tude. Which is the greater $7-8 or $8-9 ? . 

9. Reduce to the simplest forms: — 10-21x1-8x2 1-7; i 3-4 
divided by 17 1-4. 

10. Change to common fractions : — .25, .425, .05, .78, 

•54. • . / 

11. Change to decimal fractions: — 7-8, 9-10, 24-16, 9-25, 

11-125. 

12. Solve: — . 2x7-9- :-i . 15 — 3~5- 

13. Bring in these exercises from the text : — P. 82, Nos. 7, 
II, 13, 15: P. 63, Nos. 8, II, 12: P. 122, Nos. 7, 12, 21: P. 
123, Nos. 13, 15, 20, 21. 



124 COURSE OF STUDY 

14. Find the fractional equivalent of 5-13 having a denom- 
inator of 39. 

15.* If 2 were added to a certain number, 5-8 of the sum 
would be 40. Find the number. 

Denominate Reduction 

1. Standards of measurement: — i) Commit and recite the 
tables of length, area, volume, capacity, weighr. time, money. 
(2) Give the standard units of each. (3) Give the derivative 
relation of each. 

2. (i) — Illustrate the method of reduction descending and 
ascending; (2) Construct two problems for each table, illus- 
trating the two kinds of reduction for each. 

3. Solve the following exercises from the text: — Ex. 251, 
Nos. 5, 6, 10; Ex. 253, Nos. 5, 7; Ex. 254, Nos. 6, 10, 12, 14, 
19; Ex. 256, Nos. 2, 5, 10, 15, 17. 

4. Find the cost of 80 rods of wire fencing of four wires 
at 2 cents per yard. 

5. How many pieces of paper, each 3 inches wide, and 4 
inches long can be cut from a sheet 12 inches by 16 inches? 
Draw a diagram. 

6. How many cubic inches are there in a cube whose edge 
is 4 feet ? 

7. A wagon is 11 feet long and 3 1-2 feet wide. Hovv^ 
high must the wood be piled in it to make a load gf 2 cords ? 

8. What is the value of a township of land at the rate 01 
$4,000 for each quarter section? Draw a diagram. 

9. How many feet of timber in 75 pieces of wainsscoting, 
each 10 feet long, 4 inches wide, and half an inch thick? 

10. How many bricks are required for a double brick wall 
75 feet long and 8 feet high ? 

11. How many bunches of shingles 4 1-2 inches to the 
weather will lay a shingle roof 40 feet by 28 feet ? 

12. Find the cost of plastering a ceiling 24 feet bv t8 feet, 
at 9 cents a square yard. 

13. Find the cost of carpeting a room 36 feet by 26 feet 
with carpet 3-4 of a yard wide, at 75 cents a yard. 

14. How many 2 1-2 inch pickets placed 2 inches apart are 
lequired for a fence 4 rods long? 

15. How many bushels of wheat will a bin 10 feet by 8 
feet by 5 feet contain? How many gallons? 



COURSE OF STUDY 125 

1 6. , How much lumber in one gable of a barn 30 feet wide, 
if the roof be third-pitch ? 

17. A town block is 300 feet square. Find the cost of build- 
ing a 4 foot sidewalk around it at 16 cents a square foot. 

Percentage 

I. Give meaning to the terms in percentage and show their 
relation 10 corresponding terms in the fundamental processes. 
. 2. Express as hundredths and also as per cent: — (i) r, 
i-5. 2-5, 4-5. 1-3/2-3, 1-4, 3-4, 1-2, 3-8, 5-8, 7-8, 1-6, 15-16, 
17-19, 41-45; (2) Memorize the first fourteen of the forego- 
ing fractions with their per cent, equivalents. 

3. What fractions in their lowest terms are equivalent to 
the following: — 4 per cent., 20 per cent., 25 per cent., 80 per 
cent., 75 per cent., 100 per cent., 12 1-2 per cent., 16 2-3 per 
cent., 120 per cent., 250 per cent., 325 per cent. ? 

4. Read the following decimals as per cents. : .25, . 16 2-3, 
.75, 1.20, .37 1-2, 2.40, .001-3. 

5. Solve the following problems from the text by the frac- 
tional method : — (Convert the rate into a fraction and then give 
the fractional analysis) : Ex. 306, Nos. 15, 22; Ex. 307, Nos. 
7, II, 17, 22, 26; Ex. 308, Nos. 5, 7; Ex. 309, Nos. 4, 5. 8; Ex. 
312, Nos. I to 25. 

Commercial Transactions 

1. UfHDn what is the rate of profit and loss always reckon- 
ed ? Illustrate. 

2. Define commission, commission merchant, broker. 

3. Upon what is the commission always reckoned? Illus- 
trate. Show the relation of the terms in commission to those of 
general percentage, 

4. Find the amount of an agent's sales, when his commis- 
sion at 5 per cent, amounts to $3765. Make other problems sim- 
ilar to this one. 

5. What is meant by commercial or catalogue discount? 
When two discounts art allowed, show the order in which they 
are deducted. Make problems and bring them to the class 
solved. 

6. A commission merchant sold 200 bbl. of flour at $6 a 
bl. and received 4 per cent, commission. What was his com- 
mission? What did he remit to his employer? From the data 



126 COURSE OF STUDY 

given in this problem, construct others requiriiig respectively 
the rate of commission, selling price, the remittance. 

7. Bring in the solution of the following problems from 
the text: — P. 241, Ex. 318, Nos. 7, 9, 15, 23; P. 245, Ex. 320, 
Nos. 24, 2y, 30, 32; P. 246, Ex. 321, Nos. 5, 7, 13, 18, 20, 22. 

Taxes. 

1. Explain (i) state and local taxation: (2) national 
taxes; (3) assessment, specific duty, ad valorem duty. 

2. What is the rate of taxation in the town where the in- 
stitute is held? Enumerate the various sources which make 
up this rate. A's house is valued at $1,600. How much does 
he pay to the territory ? To the county ? For school pur- 
poses ? 

3. I build a house for $1,500; the tax is 5 mills on the dol- 
lar, the property being valued at 2-3 its value or cost. Leaving 
out repairs and insurance, at how much must I rent the house 
to realize 10 per cent, a year on my money ? . 

4. Silver City wishes to build a school house costing 
$30,000. The property of the town is valued at $500,000. If 
the bonds run for 30 years, what should be the ,c*nnual levy to 
create a sinking fund for the redemption at the end of the 
period ? 

5. Bring in the solution to the following problems : — P.. 
276, Ex. 356, Nos. 1,2, 3,4,5.9. n- 12. 

Interest 

1. Through a solution of a problem develop interest, prin- 
cipal, amount and rate o-f interest. 

2. To find the interest of any sum at any rate for any 
length of time, multiply the principal by the rate and this 
product by the time in years and the fractional part of a year. 
The fractional part of a year will be as many 36oths as the 
number of months reduced to days plus the days. By this 
rule, solve the following problems from the text: — P. 251, Ex. 
324, Nos. 5, 8, 9; Ex. 325, Nos. 4, 6, 10. 

3. Find the amount of $385 from June 7, 1907, to October 
13, 1909, at 61-2 per cent. 

Ratio and Proportion 

I. Give meaning to the terms ratio, proportion, antecedent, 
consequent, means, extremes. 



COURSE OF STUDY 127 

2. What are the tests for a true ratio? For a true propor- 
tion ? 

3. Solve and explain both by proportion and analysis the 
following problems: — P. 317, Ex. 401, Nos. 3, 7, 8, 10, 14, 
i6. 

5. Explain the nature of stocks. Bring- solutions to ihese 
problems: — P. 369, Ex. 471, Nos. 4, 7, 8, 11, 13. 

Review Problems 

I. Solve the review problems from P. 292 to P. 310 and 
Irom P. 325 tO' P. 328. Use both oral and written explanations 
of those in articles 389 and 390. See that the language is gram- 
matical and agrees with that of the problem. A variety of foruTS 
is allowable, but be sure to guide in the direction of the best, 
in dealing with the written problems, teach the best forms of 
solution. 

Elementary English Language and Grammar 

In the following outlines, Reed and Kellog'g's Graded Les- 
sons in English is the text used as a basis. The figures in 
parentheses refer to lessons in that book. For exercises, the 
instructor should select only the simplest necessary to illustrate 
the points under consideration. 

Lesson I. 

A brief discussion of thought and its expression by words, 
( I, 2, 3). The simple statement of a complete thought, Boys 
run. The sentence (4). Subject and predicate (6, 7, it). 
Nouns (14). Pronouns (19). Verbs (16). Ten sentences to 
be analyzed and words parsed. (Show that diagrams are a 
means and not an end, and should be used only to illustrate 
analysis.) 

Composition: (8,9). 

Proper use of is and are, zvas and were. 

Lesson IL 

The large hoys run swiftly. The modified subject (20). The 
modified predicate (24). "Adjectives (22). Adverbs (27). Ten 
sentences to be analyzed, and words parsed. 

Composition: (29, 30). 

Proper use of has and have, did and done. 



128 COURSE OF STUDY 

Lesson III. 

The large boys in the yard run swiftly to the well. Phrase 
(31). Prepositions and prepositional phrases (31, 34). Illus- 
trate the use of conjunctions and interjections (36). Ten sen- 
tences to be analyzed and words parsed. 

Composition: (4). 

Proper use of sazi; and seen, wrote and zvritten. 

Lesson IV. . ^ 

Any language, Latin, German, Spanish, or English, uses 
eight groups or classes of words called Parts of Speech — 
rouns, pronouns, verbs, adjectives, adverbs, prepositions, con- 
junctions and interjections and classifying the words in many 
sentences (1-40). 

Composition: (37, 40). 

Proper use of spoke and spoken, came and come, went and 
gone. 

Lesson V. . 

Classify sentences according to meaning — declarative, inter- 
logative, imperative (63). Show how each of these may be- 
come and exclamatory sentence. Analyze and parse sentences 
in (64). Diagram four. 

Composition: (63). 

Proper use of set and sit, lay and lie, raise and rise. 

Lesson VL 

Review the simple sentence, subject and predicate. Teach 
compound subject and compound predicate (35). Classify sen- 
tences according to form — simple, complex (^^^, and com- 
pound (62). Analyze and parse sentences in (6^). Diagram 
four. Classify first as to form and then as to meaning. 

Composition: {6y, 68). 

Lesson VII. 

Complements — attribute, objective and object (39, 82). Com- 
pound complements. Select five sentences each from ihe text, 
illustrating attribute, objective, and object complements. Bet- 
ter still, make original sentences. Analyze and diagram sen- 
tences. Parse words used in the sentences. 

Composition : Write a short story, taking some incident from 
personal experience as the subject. 



COURSE OF STUDY 129 

Lesson VIII. 

Review classification of sentences as to form, — studying com- 
plex sentences carefully (57). Adjective clause (58). Adverb 
clause (59). Noun clause (61). Analyze and diagram senten- 
ces in (57, 59, 61). , 

Lesson IX. 

Nouns: Common and proper (71). Five uses in sentences 
(6, 34, 39, 82). Number (78, 79). Gender (80). Case (81, 
83). Abundant material for parsing will be found in lessons 
mdicated. See model in (86). 

Lesson X. 

Pronouns : Uses in the sentences. Classify as personal, rela- 
tive, interrogative, adjective (71, y2^. For modifications of 
pronouns see (78, 79, 80, 81. '^2, 83). Abundant material for 
parsing will be found in these lessons. See model in (86). 

Proper use of I, he, she, they, who, me, him, her, them, 
whom, (85). See model in (86). 

Lesson XL 

Adjectives: Descriptive and definitive (73). Comparison 
(81, 88). Abundant material for parsing will be found in les- 
sons indicated. 

Lesson XII. 

Adverbs : Classified acording as they express time, manner, 
place, degree (75). Comparison (87, 88). Find material for 
practice in (87, 88). 

Proper use of good and well and of the double negative. 

Lesson XIII. 

Conjunctions (.?.S, 36) : Co-ordinate, subordinate (76). List 
of connectives. Relative pronouns and conjunctive adverbs 
used as connectives. Make original complex and compound 
sentences and sentences containing compound elements to il- 
lustrate the use of connectives. 

Proper use of as and as if instead of like. 



130 COURSE OF STUDY 

Lesson XIV. 

Prepositions and interjections (34, 36, 41) : Find model for 
written parsing adapted to all parts of speech on P. 271, and 
use daily in this and the remaining lessons. Analyze and dia- 
gram eight sentences in (100) and parse words. 

Lesson XV. 

Verbs: Uses; predicate (6, 16), participles and infinitives 
(48, 49). Classes: form (74, 91) ; meaning (74). 

Define conjugation, synopsis, principal parts; and learn 
principal parts of verbs in (91). 

Analyze and diagram four sentences in (100) and parse 
words. 

Lesson XVL 

Verbs: Modifications; voice (89), mode (90, 94), tense 
(90, 94), number (90, 92-95) ( person (90, 92-95). If the in- 
structor thinks best, consideration of the subjunctive and po- 
tential modes may be omitted. 

Learn the conjugation of the verbs see, he, walk, write. 

Agreement of the verb (95). Errors in the form of the verb 

(96). . . , 

Analyze and diagram four sentences in (100) and parse 
words. For a model for written parsing of verbs, see (97). 

Lesson XVII. 

Verbs: Review (6, 16, 48, 49, 74, 89, 90, 91, 92, 93, 94, 

95> 96,98). 

Make a special study of infinitives and participles as verbal 
noun and adjectives, (48, 49, 50) ; also study them as belong- 
ing to the verb (90-94, 96, 98). Find material for analyzing 'n 

(48,49). 

Analyze and dfagram four sentences in (100), and parse all 
words. 

Lesson XVIII. 

Letter writing (229-243). Why does letter writing serve as 
a good composition exercise? 

Let each member of the institute hand in a letter^ asking fo* 
a position. 

For rules of punctuation in composition work, refer to pp. 
224-229. 



COURSE OF STUDY 131 

Lesson XIX. 

Review : pp. 247-266. 

Write an essay of two hundred words on 'The School 
House and Its Surroundings", being careful as to punctuation 
and capitalization (100). 

Analyze each sentence and parse two words of each Part of 
Speech found in the essay. 

Lesson XX. 

Let the instructor take up the period reading letters and com- 
positions of the two preceding days, indicating errors and good 
points. Impress the fact that the study of grammar should lead 
to ability in correct expression of ideas. 



i 



I 



Geography 



The figures in parentheses refer to pages of the adopted text 
Natural Introductory Geography, a copy of which should be in 
the hands of each member of the institute. 

Lesson I. 

Have the members of the institute make a plan of the 
school room on a definite scale, locating certain specified ob- 
jects in the room. In like manner have a plan made of the school 
yard or other outside enclosure. Secure a map of the county 
and locate cities, towns, villages, and rural schools. Enter also 
mountains, streams, railroads, and main wagon roads. Make 
note of elevations, lowlands, climate, animal and plant life, 
occupation of the people, products and commerce of the county. 
Think of the county as a part of New Mexico ; New Mexico 
as a part of the United States; the United States as a part of 
North America ; North America as one of the land divisions of 
the earth. At this point introduce a globe, if one can be secured. 
Locate on it North America, the United States, New Mexico, 
the county where the institute is being held. Bv the use of the 
globe illustrate the movements of the earth and their results. 
Fxplain : axis, poles, equator, zones. Compare the appearance 
of North America on the globe with its appearance on the map 
m the text. (1-20). 

Lesson II. 

Review Lesson I. 

"Geography teaches about the world in which we live; what 
places and things there are in it, where they are and- how they 
are useful to man." 

''Geography is the study of the earth as the home of man.'' 

Discuss these statements. 



COURSE OF STUDY 133 

Name the races of mankind and the homes of each. 

Give the general characteristics of each race and discuss 
their respective stages of civiHzation. Study especially the 
races on the continent of America. (1-20). 

Have prepared a list of supplementary books for use in 
teaching geography. Let teachers submit lists and suggest 
others. 

Lesson IIL 

North America — Study acording to the following topical 
outline (Illinois Course of Study). 

1. Location, size, and outline. 

Coast features, large islands. 

2. Surface. 

Highlands, mountains; lowlands, rivers. 

3. Climate. 

Hot belts, temperate belts, cold belts. 
Prevailing winds, rainfall. 

4. Life. 

Forests, grassy plains, deserts. 

Animals, wild and domestic. 

People, noting progress in education especially. 

5. Industry and Commerce. 

Chief productions. 

Routes of commerce. 

Great cities (including capitals). 

Let each member of the institute make a rough outline map 
of North America and learn and enter fifty place names, in- 
cluding the largest gulfs and bays, peninsulas, capes, islands, 
mountains, lakes, rivers, .cities, railroads. Mark the main 
political divisions. Indicate in a general way, where each of 
the chief products is found and where population is dense. 
Regions of rainfall should be noted as well as ^he elevation of 
different sections. (21-29). 

. Lesson IV. 

South America. — Follow outlines and suggestions given in 
Lesson III for North America. ( 74-85 ) . 

Lesson V. 
South America. — Lesson IV, continued (74-85). 



%. 



134 COURSE OF STUDY 

Lesson VI. 

Eurasia. — Follow outlines and suggestions given in Lesson 
III, for North America. (86-125). 

Lesson VII. 

Europe. — Follow outlines and suggestions given in Lesson 
III, for North America. (89-1 11). 

Lesson VIII. 

Europe — Lesson VI. continued. (89-1 11). 

Lesson IX. 

Europe. — Lessons VI. and VII., continued. (89-1 11). 

Lesson X. 

Asia. — Follow outlines and suggestions given in Lesson III, 
for North America, (i 12-125). 

Lesson XL 

Asia. — Lesson IX, continued, (i 12-125). 

Lesson XII. 

Africa. — Follow outlines and suggestions given in Lesson 
III, for North America. (126-136). 

Lesson XIII. 

Africa.-^^Lesson XI continued. (126-136). 

Lesson XIV. 

Australia and the Pacific Islands. — Follovv outlines and 
suggestions given in Lesson III, for North America. (137- 
142). 

Lesson XV. 

Review Lesson III. 

Compare North America with other grand divisions as to 
area, form, etc. Study it more closely, noting its main political 
divisions, Canada, United States, Mexico, Central America 
("especially Panama-isthmus and canal). Studv each division 
as to location, size, outline, surface, climate, plant and animal 



COURSE OF STUDY 135 

life, history, government, occupations and commerce of the 
people. Note especially : chief productions, large mountains and 
livers, and chief cities, with connecting routes. Show the rela- 
tion of the United States to each of the other countries of North 
America. (20-29). 

Lesson XVI. 

The United States — Northeastern section. (30-41 and 42- 

45). 

Draw a careful outline map of the United States and indi- 
cate highlands and lowlands, rainfall, cotton re^i^ion, wheat 
region, potato region, forest region, coal fields, large rivers, 
chief cities (15) and main railroads. 

Let the instructor form an outline for the study of the north- 
eastern section and for each section in the lessons following. 
Make an outline which w^ill serve for all sections. Indicate 
characteristics peculiar to each section. 

Lesson XVII. 
The United States. — Northern Section.- (30-41 and 46-55). 

Lesson XVIII. 
The United States. — Southern Section. (30-41 and 56-61). 

Lesson XIX. 

The United States. — Plateau and Pacific Sections. (^0-41 
and 61-67). 

Insular possessions. 

Lesson XX. 

New Mexico. — For a more complete outline of New ]M'pn'^Vo, 
see Geography, Part I. Exploration and occupation by the 
Spaniards. Spanish names. Early and later Indian inhabitants. 
Indian names. Difficulties in the path of early settlers. The 
Santa Fe Trail. The coming of the railway. Find a few facts 
concerning the geological history of the Southwest to explain 
its surface, soil, climate, lack of vegetation. Compare eleva- 
tion, rainfall, forests, population, occupations nnd products of 
the different sections of the territory. Locate agricultural, min- 
ing, lumbering, grazing sections and account for each. Locate 



136 COURSE OF STUDY 

the Forest Reserves. Name places of great historic or romantic 
interest. 

Draw outline map of New Mexico and name contiguous 
states. Enter county seats and other principal cities, mountain 
ranges, rivers, lines of railroad. Indicate the location of the 
University of New Mexico, College of Agriculture and Me- 
chanic Arts, Normal University, Normal School. Spanish Nor- 
mal, Military Institute, School of Mines, School for Deaf and 
Dumb, and the School for the Blind. Write in the names of 
counties so as to indicate their relative positions. 

Compare New Mexico with other states and territories as to 
area, population, products, miles of railway. Make a special 
study of its stage in the development of education as compared 
with those of other states. 

Home county (in which the institute is being held) ; Make a 
study of the map used' in Lesson I. Note the county's area, 
surface, outline, contiguous counties, county seat and other 
cities and towns, railroads, -streams, roads, mountains, popula- 
tion, occupations, products. Make a special study of its educi- 
tional facilities and its educational progress as compared with 
that of other counties (see Bienniel Report for 1907-1908 by 
the Territorial Superintendent of Public Instruction). 



Orthography 



In the following outlines sufficient material is given for use 
in the four weeks' institute. Each member of the inscitu^e 
should have the adopted text, Reed's Word Lessons, and 
Webster's Common School Dictionary. The figures in paren- 
theses refer to the lessons in the adopted text. It is suggested 
that pages 3 to 6 inclusive be read and discussed from time to 
time. Seriously consider the question, "How may spelling be 
taught in the school so as to secure the best results" ? 

In written lessons, the instructor should pronounce each word 
distinctly. Pronounce no word more than twice. 
Study also Hodgin's "Study of Spoken Language." 

( In Examination Words For Spelling Will be Selected From 

Lessons 1-90.) 

Lesson I. 

Elementary sounds ; letters of the alphabet ; vowels, conso- 
nants. Define e2lch. 

Diacritical markings : need of ; illustrate, macron, breve, 
dieresis or dots above or below, semi-dieresis or dot above or 
beloWj cedilla, caret or circumflex, tilde, suspended bar, trans- 
verse bar, modified macron. Make a table of all diacritical 
markings for a , e, i, o, u, y, c, n, s, x, ch and th ; for example 
a with a macron as in ate, g with a dot above as in gem. . Be 
sure that the sound represented is made clear. 

Study carefully (30, 82, 83, 84). 

- Lesson II. 

Lesson i. Reviewed. 

Lesson III. 

Drill on table of diacritical markings. 

Mark, pronounce, spell, and define : trace, case, praise, strav. 
badge, spasm, catch, eye, black, near, queer, debt, death, 



138 COURSE OF STUDY 

blithe, scythe, bridge, yolk, hoarse, mourn, owe, knob, knock, 
use, cube, news, buzz, dumb. (1-7). 

Illustrate from the foregoing: vowel, consonant, syllable, 
monosyllable, primitive word. 

Lesson IV. 

Homonyms (in this and following lessons on homonyms, 
the instructor should dictate exercises from text requiring 
members of the institute to use the right word) ; pain, pane; 
he, bee; blew, blue; him, hymn; knot, not; maid, made; knew, 
new; cent, scent, sent. (9-19). 

Synonyms (in this and following lessons on synonyms, the 
members of the institute should be required to write original 
sentences as an exercise in the right use of synonyms) : bring, 
fetch; haste, hurry; idle, indolent, lazy; content, satisfied. 
(Part IV). 

Define: root, primitive Word, derivative words, compound 
words ; affix, prefix, suffix. 

Rule I. — Final e is dropped before a vowel (107). Note 
some exceptions in (120). 

Lesson V. 

Drill on table of diacritical markings. 

Mark, pronounce, spell, and define: half, jar, gape, haunt, 
talk, false, faults, gnaw, last, dance, task, scare, chair, swear 
tomb, smooth, spruce, group, wound, full, soot, push, purr, 
word, err, stern, stir, thirst, voice, clay, cloud crowd. (11-17). 

Lesson VI. 

Homonyms: ate, eight; hart, heart; all, awl; stare, stair; 
read, reed; read, red; die, dve; fore, four; forth, fourth; to, 
too, two; threw, through; sun, son; wood, would; earn, urn. 
( 18-19). 

Synonyms : clumsy,- awkward ; error ; mistake, blunder ; dis- 
cover, invent ; genius, talent ; courage, bravery, fortitude, hero- 
ism. Part IV. 

\yord building: Form words with prefixes un-, dis-, mis-, 
and note the force of the prefix as affecting the word to which 
it is joined. (95). 

Rule 11. — In monosyllables and words accented on the last 
syllable, a final consonant after a single vowl doubles before a 



COURSE OF STUDY 139 

suffix beginning with a vowl (x, k and v are never doubled). 
(109). Note exceptions in (122). 

Lesson VII. 

Review table of diacritical markings. 

Mark, pronounce, spell, and define: leaf, fierce, again, 
many, flight, eye, aisle, prince, but,y, been, women, bowl, 
gourd, sew, beau, prompt, watch, scrap, bruise, chew, beauty, 
front, touch, wool, bosom, could, verge, world, heard, myrtle. 
(20-25). 

Define and illustrate from the foregoing : vocal equivalents, 
syllable, monosyllable, dissyllable, syllabicate or syllabify, ac- 
cent. 

Lesson VIII. 

Homonyms: gate, gait; grate, great; hail, hale; bare, bear; 
pare, pear, pear; ale, ail; mane, main; pause, paws. (27-29). 

Review the ground covered during the previous days. 

Rule III. — y after a consonant becomes i before a suffix 
not beginning with i. (HI). Note exceptions in (123). 

Lesson IX. 

Synonyms : cheerfulness, gayety, mirth ; comfort, consola- 
tion, solace; silent, taciturn; cloister, monastery, nunnery, 
priory or abbey. (Part IV). 

Word building: Form words with suffixes -ed, -er, -est, 
-ing, -ish, -able and -ible, -full, and note the force of the suf- 
fix as affecting the word to which it is joined. (97). 

Abbreviations : states, months, days, names and titles, busi- 
ness terms. (y2-'/6). 
■ Study rules for forming plurals of nouns. (124-126). 

Lesson X. 

Review table of diacritical markings. 

Mark, syllabicate; accent, pronounce, spell and define: 
Maze, trait', lapse, charge, bold, blanch, spare, nvmph, bronze, 
soup, choose, nudge, urge, squad, their, praver, obey, jerk, 
germ, police, dirt, tongue, cork, wolf, worse, worth, brook, 
rude, fruit, rythm. (32-33). 

Pronunciation: aunt, ant, psalm, almond, pastor, off, dog. 



140 COURSE OF STUDY 

cloth, gone, duke, mule, Tuesday, sure. (31-34). 

Synonyms : abstinence, temperance ; famous, illustrious ; 
noted, notorious; poverty, indigence; murder, assassinate. 
(Part IV). 

Lesson XL 

Dictation : Let the instructor dictate some well known poem 
and require correct spelling and pronunciation. Write it cor- 
rectly on the blackboard and require members of the institute 
to make correction in their respective exercises. 

Review rules and definitions used in previous lessons. 

Pronounce : America, sofa, draw, idea, cow, widow, talking, 
evening, government, ignorance, often, golden, shovel, hyphen, 
cuarrel, shrub, bands, builds, facts, beasts, ever, library. (iO|' 

Lesson XIL 

Hyomonyms : stake, steak ; wait, weight ; waste, waist ; reign, 
rein, rain; tacks, tax; beat, beet; beer, bier; dear, deer; feat, 
feet; key, quay; knead, need. (35, 36). 

Synonyms: narrative, description; defended, protected; re- 
covery, restoration; difference, distinction; definition, explana- 
tion; sure, certain. (Part IV). 

Word building: Form words with suffixes -ly, -ness, -less, 
-en, -ous, -s or -es, and 's, and note the force of the suffix as 
affecting the word to which it is joined. (99). 

Learn rules for making the possessive forms of nouns. 
(124-127). 

Lesson XIII. 

Mark, syllabicate, accent, pronounce, spell, and define : owl, 
wren, quail, pigeon, parrot, swallow, oriole, nightingale, war- 
ble, whistle, migrate, plumage, feathers. (44-45). 

Homonyms : meat, meet, mete ; peace, piece ; peal, peel ; 
bread, bred; cell, sell; lead, led; berry, bury; one, won; beau, 
bow; been, bin; choose, chews; berth, birth; bough, bow; 
coarse, course. (37-39). 

Lesson XIV. 

Synonyms : durable, lasting, permanent ; obstruction, obsta- 
cle; elegance, grace; scrupulous, conscientious. 



COURSE OF STUDY 141 

Word building : Join affixes to the following and note the 
effect, love, man. Make words by adding suffixes to the 
root due. Give ten compound words. 

Misused words (illustrate correct use) : love, like; awfully, 
very; learn, teach; elegant, delightful; lovely, pretty, pleasant; 
tunny, strange; stay, stop; splendid, excellent; can, may. 

Rule for spelling. — 

i before e 

Except after c 

Or when sounded as a 

As in neighbor or weigh. 

Lesson XV. 

Mark, syllabicace, accent, pronounce, spell, and define : 
larynx, knuckle, forehead, mustache, ribbon, handkerchief, 
mutton, venison, sardine, cucumber, celery, asparagus, banana, 
chestnut, nectarine, almond, toast, salad, omelet, succotash; 
doughnut, ginger, sugar, yeast, homin}^, molasses, victual. 

(46-53). 

Homonyms: dew, due; doe, dough; flew, flue; flour, flower; 

fowl, foul : gilt, guilt ; groan, grown ; heard, herd ; holy, whol- 
ly; kill, kiln; knight, night; know, no; lie, lye; sea, see; son, 
sun ; weak, week. (40-41). 

Punctuation, capitalization, and other ordinary rules (see 
Reed and Kellogg's Graded Lessons in English, pp. 224-229). 

Lesson XVI. 

Misused words : expect, suppose ; reckon, believe ; ladies, 
v/omen; gentlemen, men; locate, settle; calculate, believe; like- 
1}/, intend; perpetually, continually; anticipate, expect; guess, 
think; balance, remainder. (168). 

Abbreviations: study 170, 171, 172. 

Mark, syllabicate, accent, pronounce, spell, and define : balk, 
neigh, whinney, gallop-, girth, carriage, surcmgle, pommel, 
mamma, papa, aunt, daughter, nephew, breeze, tempest, hur- 
licane, cyclone, tornado, curb, area, mayor, avenue, precinct, 
tenement, museum, cathedral, metropolis, restaurant, aqueduct, 
reservoir. (54-56). 



142 COURSE OF STUDY 

Lesson XVII. 

Misused words: residence, house; reside, live; section, 
neighborhood ; propose, purpose ; recommend, advise ; contemp- 
tible, contemptuous ; dangerous, in danger ; universal, general ; 
posted, informed; most, almost. (169). 

Synonyms: beautiful, handsome, pretty; harmony, melody; 
character, reputation; plurality, majority; rebellion, revolt; as- 
sent, consent; should, ought. (Part IV). 

Mark, syllabicate, accent, pronounce, spell and define : laths, 
iron, cement, plane, trowel, hatchet, compass, giraffe, antelope, 
elephant, rhinoceros, popular, catalpa, mahogany, sycamore, 
fountain, cascade, purl foam, seethe, turbid, transparent, field, 
briers, meadow, precipice, cottage, orchard, hoe, plough, trougn 
granary, arable, tillable, gypsum, phosphate, swath. (57-68). 

Lesson XVIII. 

Honmonyms: load, lode; right, rite, wright, write; seam, 
seem; rowed, rode, road; soar, sore; strait, straight; moan, 
mown; none, nun; ode, owed; plane, plain; pore, pour; rays, 
raise. (138). 

Review Lessons I-IX. 

Synonyms: habit, custom; memory, recollection, remem- 
brance; understand, comprehend; education, instruction; 
avenge, revenge. (Part IV). 

Lesson XIX. 

Word building : Illustrate from these outlines ; root, deriva- 
tive word, compound word. Select ten derivative words anl 
show how each is made up. 

Review Lessons IX-XVIII. 

Mark, syllabicate, accent, pronounce, spell, and define: 
cylinder, coral, chorus, charity, machine,, caution, especial, 
mission, sugar, gossip, engine, grudge, noisy, hunger, examine, 
expel, pleasure, whittle, quote, cipher, laughter. (85-90). 

Lesson XX. 

Review definitions. 

Review table of diacritical markings. 

Review homonyms. 

Review synonyms. 



COURSE OF STUDY 143 

Review rules of pronunciation. 

Review exercises in word building. 

Review rules for spelling. 

Let the instructor give out a list of 25 common words, pro- 
riouncing each word distinctly. Pronounce no word more than 
twice. 



Physiology 



(This course of lessons is based on Conn's Introductory 
Physiology and Hygiene .References are made to chapters. 
Every member of the institute should have a copy of the text. 

The instructor may give supplementary material from 
Conn's Elementary Physiology and Hygiene. Attention is 
called to Outlines on Advanced Physiology and Physical Train- 
ing, also this Manual). 

Lesson I. 

1. Show the similarity between a steam engine and the 
human body as to fuel, food, care. 

2. What must a person know before he can be trusted to 
run a steam engine ? 

3. Is it as important that a person should early learn to 
properly care for and to manage his own body ? Give three rea- 
sons for your answer. 

4. Give three uses of food. 

5. Name the best foods for children, for middle age and 
old age. 

6. Make out a good bill of fare for breakfast, for dinner, 
for supper, or evening dinner. 

7. Name some good animal foods, mineral foods, vegetable 
foods. (1-4). 

Lesson IL 

1. Give three reasons why people need to drink. 

2. How much should a grown person drink each day ? 

3. Where can the best drinking water be obtained ? 

4. Why is some water no good for drinking purposes ? 

5. Are there any objections to children's drinking tea or 
coffee ? Give reasons. 



COURSE OF STUDY 145 

6. Name the good and bad effects of alcoholic drinks. 

7. According to government statistics, alcohoHc drinks 
cost the people of the United States more than all the flour, 
meat, sugar, coffee, tea, shoes, cotton, silk and woolen goods, 
all put together. In return for this enormous outlay, what do 
the people get? 

8. Find out from your judges what per cent of the crimin- 
als of New Mexico were made so by alcoholic drinks. 

9. Also find out from them how many -thousand dollars are 
spent each year in trying criminal cases, and compare it with 
the amount spent in New Mexico for paying the teachers of 
the public schools. (5, 6). 

Lesson III. 

1. Give uses of cooking, ways of cooking, and importance 
of good cooking in contrast with poor cooking. 

2. Write a list of meats that are improved by cooking. 

3. Write a list of grains that are improved by cooking. 

4. Write a list of fruits that are improved by cooking. 

5. Write a list of fruits that are not improved by cooking. 

6. Give four good rules aboirt eating. 

7. Should people have the same kinds of food in summer 
as they have in winter ? Give reasons for your answer. 

8. Should out-door laboring men eat any different foods 
in quantit}^ or kind than do in-door clerks and professional 
men ? Give reasons for your answer. ( 7-8 ) . 

Lesson IV. 

1. Define digestion and name the organs of digestion in 
order. 

2. Make a drawing of the digestive organs from the illus- 
tration on page 46. 

3. Be prepared, to make the drawing from memory in class 
and indicate the name of each organ. 

4. Give the name of the digestive fluids. 

5. Note carefully the" villi and their work. 

6. Describe the process of digestion clearly. (9). 

Lesson V. 

1. Name six foods very easy of digestion. 

2. Name six foods that are less easy of digestion. 



146 COURSE OF STUDY 

3. Name six that are hard to digest. 

4. Write a list of what would be a good dinner for a boy 
or girl. 

5. What is dyspepsia? By what is it often caused? 

6. Describe the formation of a tooth. 

7. Name the different kinds of teeth. 

8. Tell how to properly care for the teeth. (10, 11). 

Lesson VI. 

1. Locate the heart. Give its size, shape and uses. 

2. What is a "Tobacco Heart?" Tell what causes it. 

3. What is "The Pulse?" What use do physicians make 
of the pulse ? 

4. Should every person learn to count his own pulse ? Why ? 

5. Have each member tell how many times his or her pulse 
beats per minute. 

6. Give the distinction between arteries and veins. In which 
is the pulse found? 

7. -What are the capillaries? 

8. How does the blood circulate? 

9. Give uses of red and white corpuscles. 

10. What effect has alcohol on the blood vessels? (12). 

Lesson VII. 

1. Make a diagram illustrating the circulation of the blood. 

2. Give uses of the circulation of the blood. 

3. The temperature of a human body. 

4. Where does the blood get the air to carry to various 
parts of the body? 

5. Effect of exercise on the circulation. 

6. Cuts and wounds and how to treat them. 

7. How can you tell whether an artery or a vein is cut? 

8. How can bleeding be stopned ? 

9. What is meant by the blood clot? (13, 14). 

Lesson VITI. 

1. Explain zvhv and how vou breathe. 

2. Which is better, to brearhe through the nose or the 
mouth ? Give reasons for vour answer. 



COURSE OF STUDY 147 

3. Make a drawing of the "Breathing Tree," and explain 
it- 

4. Why does the blood go to the lungs? What changi 
takes place there? (15, 16). 

Lesson IX. 

1. Discuss the need of outdoor exercise. 

2. Games, best suited for physical training. 

3. Discuss the need of ventilation. 

4. How may your school room be ventilated? Discuss at 
length. 

5. How many cubic feet of air should a person have every 
minute? (17). 

Lesson X. 

1. What is the skeleton? Give three uses. 

2. Describe the formation of a bone. Approximate number 
of bones. 

3. What is the backbone, the spinal cord, the skull, the 
ribs, the ligaments? 

4. Describe the different kinds of joints. 

5. Speak about the growth of the bones. 

6. Tell how the body may be made and kept graceful. 

7. Describe and give the remedy for a dislocation, a sprain, 
a fracture. (18, 19). 



Lesson XL 

What are the muscles? 

Describe iheir formation. 

Voluntary and Involuntary muscles. . 

Tendons. 

How may the muscles be strengthened? 

What effect has alcohol on the muscles? 

Using the muscles." The effect of exercise. (20, 21). 

Lesson XII. 



1. Describe the skin and give the three uses of the skin. 

2. What are pores, sweat glands? Give their uses. . 

3. Give different ways of caring for the skin and finger 



nails. 



148 COURSE OF STUDY 

4. Give ways in which the skin may be injure* 1. 

5. How should corns and warts be treated? (22, 24). 

Lesson XIII. 

1. Describe the brain as to size and location. 

2. What are convolutions "^ 

3. Make a drawing of the brain to show its shape and 
parts. 

4. Name and discuss three duties of the brain. 

5. Discuss the activity of the brain. 

6. What eiffect has alcohol on the brain? 

7. What effect does the use of beer have on children? 

8. What effect does the use of cigarettes and tobacco have 
on boys ? 

9. What effect does work have on the brain? 

10. Speak of the need of rest for the brain. (25, 26). 

Lesson XIV. 

1. What are the brain messengers? What do those messen- 
gers tell us ? 

2. Name and give the function of two general kinds of 
nerves. 

3. Name the five senses and give the organ of each. 

4. Speak about the senses of touch, hearing, taste, smell, 
and a nerve for each. Show how we feel, hear, taste, smell. 

5. Make a diagram of the hearing apparatus so as tO' be 
able to reproduce it from memory. (2"/). 

Lesson XV. 

1. Read what is said about the sense of sight in Chapter 
27. 

2. Name the parts of the eye. 

3. - Make a diagram of the eye and indicate the parts. Be 
prepared to reproduce the diagram from memory. 

4. Tell how the eyes may best be cared for. What should 
be avoided ? 

5. Nearsightedness. 

6. Why is it necessary to cultivate the voice ? 

7. How are sounds made ^ The vocal cords. 

8. How are words made ? 

Q. Tell how to care for the voice. (28, 29). 



course of study 149 

Lesson XVI. 

1. How are diseases taken? 

2. Describe the symptoms of measles, chicken pox, whoop - 
mg cough, mumps, scarlet fever, diptheria, smallpox. Give 
some directions as to treatment of each . 

3. Diseases carried through the air, typhoid fever, "La 
Grippe," consumption. Germs. 

4. What is the best way to avoid catching diseases? (30). 

Lesson XVIL 

1. What is a citizen? 

2. Why do we have laws and officers ? 

3. The Board of Health and its duties. 

4. Importance of public cleanliness. 

5. What should be done with garbage ? 

6. The necessity of having pure water. 

7. How may diseases be kept from spreading? 

8. Consumption or Tuberculosis. How may it be checked '^ 



(31) 



Lesson XVHL 



1. Cleanliness in housekeeping. 

2. How should rooms be furnished so as to keep out dirt 
and germs most easily? 

3. Give some hints as to dusting, sweeping, dishwashing. 

4. Danger from flies and m'osquitos. 

5. Odors and disinfectants. What and why used? 

6. How should cellars and yards be kept clean ? 

7. How may home be made the happiest? (32). 

Lesson XIX. 

1. What should be done in the case of stings or bites from 
msects, from animals, from snakes? 

2. What should be done if poison has been swallowed? 

5. Give remedies for burns, frostbites, fainting ,nose bleed, 
bruises, headache, earache, colds, sore throat. 

4. What should be done if something gets into the ear, 
nose or throat? 

5. ■ Describe a household medicine cupboard, how to make 
one, tell what should be put into it. (33, 34). 



150 COURSE OF STUDY 

Lesson XX. 

1. Self government means temperance in all things. 

2. Early to bed. 

3. Controlling the appetite. 

4. Playing too long. 

5. Controlling the temper. 

6. Learn and memorize twelve everyday rules of health. 
< 35, 36). 



Penmanship 



The following outlines contain much 'that is suggested by 
the 1906 course of study for Normal Institutes of Kansas and 
the 1906-07 Manual and Course of Study of che Albuquerque 
City Schools. The course is intended to cover the entire sub- 
ject of penmanship concisely, to illustrate the proper method 
of conducting the writing exercises of the school and also to 
afford tlose who need it some opportunity for improving 
their writing. Let the instructor devote ten minutes of each 
day to tie discussion of questions relating to the teaching of 
penmanship ten minutes to teaching lessons and drilling class in 
unison en movement exercises and on letters and words, and 
ten mimtes for individual practice and advancement in the 
regular :ourse. In the individual practice each one writes each 
exercise until his work is approved by the instructor. Pages of 
words siould be kept by the members of the institute as speci- 
mens aid to mark the advancement in the course. These pages 
should have the writer's name and the instructor's mark of 
approAal on them. Each member of the institute should be 
providd with pen and ink and good paper; also with the 
series of Ginn and Co's Medial Writing Books. The instruc- 
tor siould secure the Manual which accompanies the series. 
NotealsO' Lessons XIV and XV following. 

Lesson I. 

Vhat need is ihere of careful attention to penmanship in 
the schools? A definite system of letter forms has been 
ad:>pted for the schools of New Mexico and all teachers must 
tetch by this system. Why? Discuss the Medial Writing Books 
s(ries adopted. 

Have each member of the institute hand in an exercise dic- 
ftted by the instructor to show his best handwriting. 



152 



COURSE OF STUDY 



Lesson II. 

Position of the body. Position of the book. Position of 
the hand and pen. Follow directions given inside the first 
cover of the Medial Writing Books. Teach these posljtions to 
the institute by considerable drill each day. Let the iiistructor 
read what is said to the teachers 'on the inside of (the first 
cover. 

Writing lesson : Have handed in the following ex|ercise : 

1. Place and date. 

2. "This is a specimen of my best penmanship at thi> 
time." 

3. The small letters. 

4. The Arabic numerals. 

5. The capital letters. 
The instructor should criticise this exercise by corjimenting 

upon it to each individual. 

Lesson III. 

Movement : Discuss finger, whole arm, and fcrearnl or mus- 
cular movement. Of what age and grade of pupils wluld you 
require each? The members. of the institute should d course 
use the muscular movement and practice daily in an! out of 
class on the "Movement Exercises" found on the outsile of the 
back cover of the Mdial Writing Bks. 1 

Writing Lesson: Practice 'on i, n, e, u, m, a, and Write a 
{)age of words containing these letters only — for etample, 
name, mine, immune. 

Lesson IV. 

Materials : Paper, pencil, pens, penholder, ink, penwiper, 
blotter. Discuss use and care of each. 

Writing Lesson: Movement exercises (on outside 'of\back 
cover of Medial Writing Books) Nos. i, 2, 3, 4, 5; pr^tice 
again on letters given in Lesson III and write page of w\rds 
containing them. 

Lesson V. 

Discuss the desk; inclined or level, height. Review wh\ 
has been learned about position of body, book, hand, and pel 
Writine Lesson: Movement exercises i, 2, 3, 4, 5, 17, i^ 



COURSB OF STUDY 153 

and 26; practice on 1, h, j, y, g, and write a page of words 
containing only letters that have been learned. 

Lesson VL 

Form of letters : Show here that a correct mental image 
of the whole form is necessary. How may it be obtained ? 

Writing lesson : Same as in V. 

Do not analyze letters. Call attention to variations from pro- 
per form. 

Lesson VIL 

Copy books : Let the instructor give careful suggestions as 
I0 the use of the copy book in the school room. How can one 
book be made tO' last through another term? Should one page be 
filled before another is begun, or are better results gained by 
going back for review? The copy book records only the best 
efforts. 

Lesson VHL . . 

Practice books : Necessary for work preliminary to using 
the copy book. Exercises on practice sheet should be as neatly 
and carefully done as in the copy book. The pupil should record 
liis best effort only when the copy under consideration has been 
written on the practice sheets to the satisfaction of the teacher. 

Writing Lesson : Same as in VH. 

Lesson IX. 

Time : What time in the day is the best for the writing les- 
son ? How long a period should be devoted to it ? 

Writing Lesson: Movement exercises Nos. i, 2, 3, 4, 5, 6, 
7, 8, 9, 10, and write a page of words containing letters used 
thus far. 

Lesson X. 

Writing for beginning pupils : Use blackboard and unruled 
pencil paper, and pencil. After three or four months use prac- 
tice books. The child "works in a large way" at the beginning; 
he makes large circles, large drawings, etc., naturally. Take 
advantage of this by allowing him to begin at the blackboard 
and on unruled paper. Gradually improve the form and reduce 



154 COURSE OF STUDY 

the size of his letters. When should the child be allowed to use 
pen and ink? 

Writing Lesson : Same as in Lesson IX. 

Lesson XL 

Writing for intermediate pupils : What additional require- 
ments should be enforced? 

Writing Lesson: Movement Exercises, N'os. i, 2, 3, 4, 17, 
15, 19, 22; practice on b, k, f, z, q, and write a page of words 
containing letters used to date. 

Lesson XIL 

Waiting for advanced pupils : What additional requirements 
should be enforced ? 

Writing Lesson: Same as in Lesson XL 

Lesson XIIL 

Pencils, Pens, Penholders: Medium soft lead pencil (No. 
2) for pupils 6i first, second and third grades; Esterbrook 
No. 761 or Eagle No. E 71 pens; holders of moderate size 
and rough surface. Discuss,. 

Writing Less-on : Movement exercise Nos. i, 2, 27; prac- 
tice on capitals N, M, , and write a page of sentences begin- 
ning with these capitals. 

Lesson XIV. 

Conducting the Writing Lesson : 

Before presenting the lesson, make a careful study of (the 
copy for which you are preparing. Decide upon the movement 
exercises best suited to the copy; the particular points to which 
CO call attention; the special letters for comparison. With the 
points well in mind and the class in good position, put the 
movement exercise on the blackboard just as you wish it to be 
put on the practice- sheets. Talk abou^" the exercise with the 
class ; point out or ask pupils to mention defects in your exer- 
cise. Be sure that the pupils have the correct mental image of 
what they are to reproduce. It is time then to begin the prac- 
tice. It is true that we learn to do by doing, but there is such 
o thing as doing too much "aimless" writing and too little, 



COURSE OF STUDY 155 

well-directed "quizzing." Too many .teachers hurry into the 
penmanship lesson. Results are not secured in this way in pen- 
manship any more than in any other subject; in tact, the 
chances for sucess are much less in penmanship. Count for 
movement exercises and secure good military quickstep. 
Writing Lesson: Same as in Lesson XIIL 

Lesson XV. 

Conducting Writing Lesson (Continued) : 

During the practice work as well as during the writing of 
words and sentences, the teacher should be down among the 
pupils giving them aid, suggestions, and copies. Different 
pupils need different suggestions; it is impossible to satisfact- 
orily conduct the writing lesson from the front of the room. 

If the pupil is strongly inclined to write back-hand, empha- 
size the slant ; have him turn his paper at a greater angle with 
his desk. If he makes too heavy lines, look to the posicion of 
the body and the holding of the pen. If he has a stiff move- 
ment, note the arm position and see if his hand glides on the 
finger nails. 

During the entire h'our, keep everybody at work on some- 
thing, the purpose of which is evident. Aimless practice brings 
ill results. 

Writing Lesson: Practice on capitals V, U, Y, W, H, K, 
?nd write a page. of sentences beginning with these. 

Lesson XVI. 

Care of writing materials after class exercise. Discuss. 
Writing Lesson: Movement Exercises, Nos. i, 2, 3, 7, it, 
2j, and 37; practice same capitals as in XV. 

Lesson XVII. 

Review introductory remarks and Lessons I, II, III. 

Writing Lesson. Select movement exercises and practice on 
C, A,, G, O, D, and E, and write a page of sentences begiti- 
ning with these capitals. 

Lesson XVIII. 

Review Lessons IV, and VIII. 

Writing Lesson : Select movement exercises and practice 



156 COURSE OF STUDY 

on I, X, Z, P, R, B, and write a page of sentences beginning 
with these capitals. 

Lesson XIX. 

Review Lessons IX-XIL 

Writing Lesson: Select movement exercises and practice 
on I, S, L, T, F, and write a stanza or a paragraph. 

Lesson XX. 

Review Lessons XIII-XVL 

Writing Lesson : Same as in Lesson II. 



Reading 



Each member of the instituie should have Brooks's Reader 
for the sixth year and Webster's Common School Dictionary. 
The ouilines following intend to give actual reading lessons 
m which the instructor should put forth his best efforts in im- 
parting the aim and spirit necessary in teaching this subject. 
Topics are suggested also for daily discussions as to methods. 

(References to Sherman and Reed's Essentials of Teaching 
Reading are intended for the institute instructors.) 

Lesson I. 

What is Reading? Art of acquisition and transmission of 
thought — silent and oral reading. What makes it the most im- 
portant branch of study? Compare it with other studies as j 
means of developing the mental faculties. Why is it neglected 
Ly teachers and disliked by pupils? What portion of time 
should be given to reading in school ? 

Reading Lesson: ''The Good Saxon King", p. 46. Direc- 
tions for preparation: Read silently. Be able to tell or write 
the story in your own words. What persons are named in the 
siory ? Who is the main character ? Tell what each of the other 
persons have to do with Alfred. What places are named ? Lo- 
cate each with reference to the place where Alfred lived. How 
long ago did the events of the story take place? From what 
is told in the story, how did the people of that time differ from 
those of the present in beliefs, dress, manners, training of 
children? Find out some additional facts from other sources, if 
possible. What instances are given to show Alfred's courage, 
justice, industry, and resourcefulness? Define the following 
words, noting the meanings in connection with the sentences 
where the words are used : pilgrimages, favorite, illuminated, 
diligence, treaties, dispersed, disguise, peasant, cowherd, musi- 



158 COURSE OF STUDY 

cia.n, minstrel, summ'oning, pirate, valiantly, foreign, partial, 
notclied. Give synonymns for words in italics. 

Read the story orally with correct position, breathing, and 
enunciation. 

Lesson II. 

Discuss the lesson of the previous day and let each member 
of the institute make an outline for study and for recitation, 
having in mind the two phases: (i) Word study, (2) thought 
study. 

Reading Lesson: ''The Sandpipers' Nest", pp. 71.74. Direc- 
tions for preparation to be gi^en by the instructor. 

. Lesson III. 

Discuss the following faults : Reading too low, reading too 
loud, reading too fast, reading too slowly, monotone, unnatural 
tones, rising inflection at close of sentence, singsong reading 
of poetry. Upon what is proper expression in reading based ? 
How can the foregoing faults be corrected? See chapter XI, 
Sherman and Reed's Essentials of Teaching Reading. 

Reading Lesson : "Black Beauty", p. 93. Directions for pre- 
paration to be given by the instructor. 

Lesson IV. 

Teach simple definitions and give adequate illustrations of 
whai: is meant by time, grouping, melody, force and quah'ty in 
leading. (See Sherman and Reed's Essentials of Teaching 
Reading, Part I, pp. 3-47). As opportunity of fers in the read- 
mg lessons, call attention to these properties of good read- 
ing. 

Reading Lesson: "Dying in the Harness", p. loi. Direc- 
tions for preparation tO' be given by the instructor. 

Lesson V. 

Primary Reading : Alphabet method : phonic method, word 
method, sentence method, eclf^ctic method. Discuss each. fSee 
Sherman and Reed's Essentials of Teaching Reading, chapter 

VIII, pp. 77-81). 

Reading Lesson: "The Old Oaken Bucket", p. 121. Direc- 
tions for preparation to be given by the instructor. 



COURSE OF STUDY 159 

Lesson VI. 

Primary Reading: Words-study lists given on pages 81-85 
with accompanying discussion in Essentials of Teaching Read- 
mg. 

Reading Lesson: "The Miraculous Pitcher", p. 136. Direc- 
tions for preparation to be given by the instructor. 

Lesson VIL 

Primary Reading: Phonics (pp. 85-88, Essentials of Teach- 
ing Reading). 

Reading Lesson: "The Gods of Ancient Greece", p. 167. 

Lesson VIIL 

Primary Reading : Study the course outlined on pp. 88, 89, 
of the Essentials of Teaching Reading. 

Is dramatization possible in the rural schools? (pp. 89-95, 
Essentials of Teaching Reading). 

Discuss devices to be used in teachinof beq-inners to read. 

Reading Lesson: "The Secrets of Spring", p. 181. 

Lesson IX. 

Division of a Reading recitation : ( i ) The recitation proper ; 
(2) drilling in articulation (^) assignment of the new lesson: 
(4) supplementary reading. Read chapter IX of the Essen- 
tials of Teaching Reading. 

Reading Lesson : Let each member of the institute make 
model assignments for "Pochontas", p. 27. 

Lesson X. 

Conduct of class in reading : 

1. Position. 

(a) Of pupils; in front of class. 

(b) Of body; erect, but easv. 

(c) Of book; why do pupils hold books improperly? 

2. Concert drills. 

(a) Kinds. 

(b) Value. 

(c) Frequencv. 

Discuss and illustrate all points given above. 

3. Individual reading. 



160 COURSE OF STUDY 

(a) To whom shall pupil read? 

(b) Will you permit criticsm of other pupils? 

(c) How will you gain correct expression from pupils? 

(d) How may timidity, awkwardness and indifference 
be overcome? 

4. Material read. 

(a) Shall pupil read sentences, paragraphs, or whole 
selection? 

(b) Shall they read words, phrases, or to punctuation 
marks? Why? 

(c) What material is suitable for sight reading? 

(d) For silent reading? 

5. Teacher. 

When should a teacher read a lesson to pupils? 

Lesson XI. 

Reading Lesson : "The x\pple Blossoms", p. 194. Directions 
for preparations to be given bv the instructor. Attention should 
be called to the difference betv/een prose and poetry. 

. Lesson XH. 

Discuss the teaching of reading in the intermediate grades 
i'V years. What should be the teacher's aim in these years ? 

Reading Lesson: ''The Tiger, the Brahman and the Jackal", 
p. 225. Directions for preparations to be given by the instruc- 
tor. 

Lesson XIU. 

Discuss the teaching of reading in the advanced grades or 
years. What should be the aim here? 

Reading Lesson: Let each member of the institute make 
an assignment of "The Tiger, the Brahman and the Jackal". 

Lesson XIV. 

The dictionary and how to use it. Read Chapter XIII in 
the Essentials of Teaching Reading. 

When should the dictionarv be introduced? Why should it 
be introduced at all? Note six principles on pp. 143, 144. At- 
tention should be called to all parts of the dictionarv, certain 
rules of spelling, key to pronunciation, list of abbreviations, 
etc. Pupils must be taught to use dictionary and die institute 



COURSE OF STUDY 161 

may well take up a period in considering how this may best 
be done. 

Lesson XV. 

Articulation : Find exercises in Chapter XVI of the Essen- 
tials of Reading. Why do people speak distinctly? Practice 
and drill on consonants when weakness is shown in reading. 

Pending Lesson: ''The Adventures of a Shilling", p. 230. 
D'rections for preparation to be given by the instructor. 

. Lesson XVL 

Ends to be obtained in teaching of readmg; how to read and 
what to read. What constitutes a good school text in reading? 
Supplementary reading — 

1. Kinds. 

2. Use. 

3. Advantages. 

How does the teacher create a taste for good literature? In 
the selection of pieces for pupils to memorize, what should be 
the guide for teachers? 

Reading Lesson : "The Wonderful Weaver", p. 234. Direc- 
tions for preparation to be given by the instructor. 

Lesson XVII. ^ 

Review lesson on Primary Reading. Intermediate and Ad- 
vanced Reading. Let each member of the institute group what 
has been learned in the form of a complete outline, and enter 
the same in a note book for reference in actual school work. 

Lesson XVIII. 

Have outlines made on: The division bf the recitation, the 
assignment of a new lesson, plan for study, conduct of the 
class. All these points will have been clearly demonstrated in 
the institute if these lessons liave been faithfully followed by 
the instructor and the members. 

. Lesson XIX. 

Review lessons on the dictionarv and articulation. Call at- 
tention to the pronouncing key and words list, and the notes, 
pp. 241-248. 

Reading Lesson : "The Cloud", p. 239. Directions for pre- 
paration to be given by the instructor. 



162 COURSE OF STUDY 

Lesson XX. 

How does reading assist all other branches in the school 
room? How do all other branches serve as reading* lessons? 
Spelling, language, and grammar, to be especially correlated 
with reading. Geographical and historical allusions to be full} 
explained in each lesson. Thus the pupil will be lead tO' look up- 
on all the elements of his course as related. 

Discuss the development of a love of good literature througli 
the teaching of reading and the effect of such a love of good 
literature upon the after life of the child. 

Study : "The Cloud" as a piece of literature. 



I 



Part III 
ADDITIONAL OUTLINES 

FOR 

Supplementary Vv^ork in the 

. Institute 



Suggestions on School and 
Class Management 



By Miss Lettie Watson. 

Lesson I. 
Preparation for Work 

"Knowledge is Power." 

Teach that only which you know. Knowledge of a subject 
gives a teacher confidence in herself, and gains the confidence 
of her pupils. 

Do not rely on past preparation, but prepare' today what yoi: 
intend tO' teach tomorrow. 

Be in the school room, if possible, twenty minutes before 
actual work with pupils begins. Have everything in 'order so 
that there will be no delays. 

Open the windows and have the room at the right tempera- 
ture. If maps, globes, charts, crayon, etc., are to be used, have 
them where it will be easy to get them. In other words "Be 
ready." 

Remember careful and thorough preparation for the work 
cuds wonderfully in the management of the school. 

^ Lesson II. 

''A Thing of- Beauty is a Joy Forever/' 

How true with reference to the school grounds. If they are 
attractive to the child, he will always remember them with 
pleasure. 

This might seem not to come under the teacheir's line of 
v^^ork. To a certain extent this is true. She has no choice in 



163 COURSE OF STUDY 

ch'QOsing the location. But she can try to improve what is hers 
for the time being. The yard can be kept clean. Trees and 
shrubbery can be planted ni the proper places. All this done 
with the help of the boys and girls. It teaches them to- improve 
their homes and cultivates love of the beautiful. 

What has this to do with the management of the school ? It 
helps boys and girls to manage themselves. They personally 
will have something to do besides actual play during the hours 
of recreation. 

. Lesson III. 
(School Hygiene). 

''Accuse not nature, she hath done her part; Do thou but 
thine." 

This is one of the best aids in the management of the school. 
Too much stress cannot be laid upon it. 

1. Ventilation — 

Lower the windows from the top. Not enough to cause a 
draft on the heads of the pupils. Keep windows down all the 
time ; the temperature being about 70 degrees. At every inter- 
mission, raise all windows. 

2. Position. — 

Insist upon erect position at all times. Appeal to the pride 
of the pupils by telling how much better he looks when he sits 
straight. Have him get into the habit of sitting and standing 
correctly. This is not easy to accomplish. "Keep at it," is the 
rule that directly applies. And "Never grow weary in well do- 
ing," is the best encouragement offered. 

3. Exercise — 

Every day have a drill in physical training. It is well to 
have a set time for this, but that is not necessary. Have it dur- 
ing any period of the day if it is needed. If interest in lessons 
lags, or if there is a marked manifestatio^n of restlessenss, stop 
mental work and give a few minutes' physical exercise. 

4. Light — 

This does not rest wholly with the teacher. She has little to 
do with the management of seats and placing of windows, 
but she can see that there is not a glare of light on the books. 
Also, during recitations, she can arrange the pupils so that the 



COURSE OF STUDY 167 

light will come from the right direction — i. e. over the left 
shoulder. Be sure to have the proper lights on the blackboards. 

5. Oleanliness — 

Last, but by no means least, under the subject of "School 
Hygiene" comes cleanliness. The teacher should be a living ex- 
ample in personal appearance. The desk, tables, and all things 
in the school room should be kept neat and clean. The yard 
should be kept free from old papers and anything that tends to 
make it uncleanly and disorderly. 

Insist upon the personal cleanliness of the pupils. If results 
do not come from a talk to the school, have a few private talks. 
Have cleanliness of pupils if it is necessary to send them home. 

Lesson IV. 

(Entrance and Dismissal.) 

^^ Order is Heaven's first laiv." 

Have a '*first bell" about four minutes before the regular 
lime to begin work. At the beginning of this bell have pupils 
form lines in front of the door. The arrangements of pupils 
in line depends upon the entrance, the number of pupils, their 
size, relative number of boys and girls, etc. Then have the 
pupils pass in orderly and take their seats. If pupils enjoy 
marching, beat time for them. After they are seated and are 
quiet, give commands for them to hang up their wraps. 

When it is time for dismissal, call for some certain position 
to get the attention. Then by command to turn, stand, pass, 
have them go out in order. It is well to have lines formed in 
the rooms before passing. But this depends upon the room. 

This seems rather military perhaps, but the "informal way" * 
is not successful with the majority of teachers. 

Children do not- know law and order. It is a teacher's duty 
to instill it into them. 

Lesson V. 

(Opening Exercises.) 
"When e'er a noble deed is wrought 
When e'er is spoken a noble thought. 
Our hearts in glad surprise 
To higher levels rise." 



168 COURSE OF STUDY 

This is the keynote of preventing tardiness. The pupils de- 
sirt to be on time. 

Have the first ten minutes set apart for something" enter- 
taining. Read or tell a story. Sing bright songs. Recite appro- 
priate memory gems. Have the little folks play a game. The 
older pupils wall enjoy w^atching them have a good time. 

This time must not alw^ays be spent in the same way. It 
will be impossible to have something different every day. But 
have a stock of things on hand and don't allow any of theirj 
to get dusty. 

This is the period to teach the whole school hiscory, liter- 
ature, etc., by observing the special days, birthdays and anni- 
versaries. 

All these things have a tendency to make the boys and girls 
contented wich school life. If they are happy it is easy to man- 
age them. 

Lesson VI. 

(Governing Pupils.) 

"Be not like a stream that brawls, 
Lo'ud with shallow waterfalls; 
But in quiet self control, 
Link together soul with soul." 

Be impartial. Be cheerful. 

Be just. Be kind. 

Be positive. Be firm. 

The teacher is the head of the school, and the pupils must 
be made to feel it. 

She must expect and demand right conduct. She can do this 
by giving her pupils a reason for her demands. When she has 
made them see "the why," they — with her aid — will govern 
themselves. 

Transgression of law means nnnishment. If mipils do wrong, 
they know that they need a punishment of some kind. If they 
are made to see their wrong, they won't resent the punish- 
ment. 

The teacher should keep her promises. Of course she should 
not promise that which she can not do. But her word must be 
good. If she promises a treat, she should be sure to give it. 



COURSE OF STUDY 169 

And also, if she promises a whipping-, she should be sure to 
give it. 

Fit the punishment to the offense. If the hands have done 
wrong, punish them. If- the pupil has committed the sin, put 
the pupil in disgrace, etc. 

Make, "keeping in" a novelty rather than a daily occur- 
rence. 

Use corporal punishment as a last resort. But if it is neces- 
sary, to do it : it may be ''the makin' of the boy." 

Lesson VII. 
(Supervision of the Playgrounds.) 

"All who joy would win must share it; Happiness was born 
a tvv^in". 

This does not mean — as it does in some places — to be a 
policeman. 

Enter into the sport of the children. Try to be expert in 
the games. In other words, "be a hero." 

When the teacher is near, everything will go smoothly. Dis- 
putes and quarrels will be leserved far home use. There will 
be a certain satisfied feeling, when work is resumed, in the 
anticipation of future pleasures. 

Lesson VIII. 

( Handling of Classes. ) 

"New occasions teach nezv duties/' 
This should be done in an orderly way. Commands for pass- 
ing to and from recitation seats should be given. 

If class is sent to the board, have a certain time to work and 
a certain time to erase, etc. 

If there is no cra3^on rack, have one pupil pass the crayon 
around and then collect it. 

Lesson IX. 
■ ■■ (The Recitation Period.) 

''Method is the hinge of business/' 

I. Time— 

Primary classes — -from ten to twenty minutes. 
Intermediate classes — from ten to twenty minutes. 
Grammar class— from ten to thirty minutes. 



170 COURSE OF STUDY 

2. Methods — 

The question method is probably about the best for primary 
classes. 

The topic method can be used in primary classes for lan- 
guage work. Of course it is used in History, Geography, etc. 

Concert work is good, if used once in a while. It is quite 
necessary to the life and interest in primary classes. 

Some written work should be given every day. Children re- 
member well the things they hear, see, and write. 

3. Assignment — 

A part of the recitation period should be used for the assign- 
ment of the next lesson. Talk to the pupils about the things that 
you want them to be sure to know. Point out the parts that you 
think will require the most study, etc. Tell them how to get it. 
This can be done with little people. Tell them how to study their 
reading lesson or their number work, or their spelling. 

4. Encouragement — 

If pupils do well, tell them. so. If a poor pupil does fairly 
well, remark about it. If the work is poorly done, speak dis- 
appointedly about it, also remark that you expect something 
better the next time. 

5. Life— 

The children must be kept awake. Call on every pupil in the 
class. Be quick. Always be interested and your pupils will be 
mterested. 

Lesson X. 

(The Study Period.) 

''To read zvithout reflection is like eating without digesting/' 

There must be a program of recitations and periods of study. 
The pupils must learn to do the same things at the same time 
each day. This teaches them system. 

If the lesson has been properly assigned, and the time for 
study. has already been fixed, half the problem has been solved. 

This is a very important one. If the pupils are kept busy, the 
discipline is easy. And thev must be kept busy. 

It is a great thing to know how to study. Try to teach that. 

While hearing a recitation, try to keep your eye on those who 
are studying. Impress upon their minds that they don't need 
watching; nevertheless watch them all the time. 



COURSE OF STUDY 171 

Conclusion. 

If the teacher is prepared to do her work, if the school 
grounds are made beautiful, if school hygiene is well attended 
to, if the entrance and dismissal of pupils is orderly, if the 
opening exercises are interesting to the children, if the teacher 
truly governs her pupils, if the classes are handled syscematic- 
'xlly, if the recitation is lively, and if the pupils are taught hov/ 
and how much to study, the question of school management is 
ibsolutelv settled. 



Blackboard Reading Lessons 



(Preparatory to Reading The Wide Awake Primer.) 

Miss Elizabeth Willey and Miss Minnie L. Baker 
Albuquerque Public Schools. 

INTRODUCTION. 

Several days, in fact, several weeks, should be spent at black- 
board reading preparatory to the use of the text book. The 
vocabulary of the first forty or fifty pages of the primer should 
be taught in script at the blackboard before the children are 
cisked to purchase their books The teacher should use the 
words in original sentences and stories, avoiding those used in 
the primer in order that the interest in the stories of the books 
may not be destroyed. When the text book is first used the 
change from script to print is made. The change will be readily 
made if the teacher will exercise care in not giving too much 
help. 

The following ten lessons are suggestive of what the teacher 
may use for blackboard exercises. Note the large amount of 
drill ; the many sentences and the small vocabulary. 



T. E. C. 



Sight words used in the ten lessons : 

See the John This is 

ball I like look 

bird little look 

dog my to play 

Grace doll a boy 

Kate Ned a sfirl 



good morning 



COURSE OF STUDY 



173 



First Day 

(Sight Reading.) 

See the (picture of a ball). 

See the (picture of a book). 

See the (picture of a cat). 

See the (picture of a nest). 

See the. (picture of birds). 

See the (picture of a girl). 
See the (picture of a mouse). 

See the (picture of a top). 

See the (picture of a hat). 

See the (picture of a cap). 

See the (picture of a box). 

See the (picture of a fish). 

See the (picture of a chair). 

See the (picture of steps). 

Second Day. 



(Ball; bird; dog). 

See the ball. 

See the bird. 

See the dog. 

(Review first day sentences.) 

Third Day. 
(Grace; John) 

Grace sees the ball. 

Grace sees the bird. 

Grace sees the dog. 

John sees the ball. 

John sees the dog. 

John sees the. bird. 

See the ball, John. 

See the dog. Grace. 

See the bird, John. " . 

See the ball, Grace. 

See the ball, John. 

(Also use pictures of objects in sentences as on first (Uw 



I 



174 



COURSE OF STUDY 



Fourth Day. 



(I like; little), 
ke Grace, 
ke John, 
ke the bird, 
ke the ball. 



I 1 
II 
II 
I 1 
I 1 
I 1 
I 1 
I 1 
I 1 
II 



ke the dog. 



ke little Grace. 

ke little John. 

ke the little dog. 

ke the little bird. 

ke the little ball . 
I see the little bird. . : . . 

I see the little ball. 
I like the little (picture of ball). 
I like the little (picture of bird). 
John likes the little doc^. 
Grace likes the little bird. 
Grace sees the little ball. 
John likes the little ball. 

Fifth Day, Review 

I; like; the bird; the dog; the ball; John; Grace; see; little, 
sees ; likes. , 

Read sentences of first four days. 

Sixth Day. 
(First Ten Minutes). 



This is John. 
This is Grace. 
This is my little bird. 
This is my little dog. 
This is my little ball. 
My ball is little. 
My top is lirtle. 
My hat is little. 
My dog is little. 
My cat is little. 



My; This is. 



COURSE OF STUDY 175 

(Second ten minutes). 

Grace likes my little bird. 
John likes my little dog. 
Grace sees my little ball. 
John sees the ball. 
I see the ball. 
I like the ball. 
This is my ball. 
This is my little dog. 
I like the little dog. 

(Third ten minutes:- — Review all the reading and 
erase. ) 

Seventh Day. 

(First ten minutes. 

Grace is a girl. 
John is a boy. 
I like a girl. 
I like a boy. 
I see a little boy. 
I see a little girl, 
^ohn likes a boy. 
Grace likes a boy. 
John likes a girl. 
Grace likes a girl. 



(Second ten minutes.) 



John sees a little girl. 

Grace sees a little boy. 

See a boy. 

See a girl. 

See a ball. 

I like a boy. 

I like a little boy. 

I see a little ,2firl. 

I see a little boy. 

I see my doQf. 

I see my ball. 

I see my bird. 



176 COURSE OF STUDY 

Eighth Day. 

(First ten miiiuces) 

Kate; Ned; Good-morning. 

Good morning, Grace. 

Good morning, John. 

Grace is a little girl. 

John is a boy. 

Good morning, little boy. 

Good morning, little girl. 

Kate is a girl. 

Kate is little. 

Kate is a litrle girl. 

This is Kate. 

Good morning, Kate. 

(Second ten minutes) 

This is Ned. 
Ned is a boy. 
Ned is a little boy. 
Ned likes my dog. 
Good morning, Ned. 
Good morning, Kate. 
Kate is a little girl. 
Ned is a little boy. 
Grace is a little girl. 
John sees Ned. 
Grace sees Kate. . . 

(Remaining time for review) 

Ninth Day. 

(First ten minutes) 

Look; to play; doll. 

Look, Ned; Grace, look. 
Look, look, look. 
Look, Kate, see my bird. 
Look Grace, see my ball. 
Look, John, see my dog. 
This is my doll. 
Grace likes my doll. 



COURSE OF STUDY 177 



Kate is my doll. 

I like my doll. 

This is my doll. 

Good morning, little doll. 

(Second ten minutes) 

I like to play. 
Grace likes to play. 
Kate likes to play. 
John likes to play. 
Ned likes to play. 
Look, look, see my doll. 
Look, Ned see my ball. 
Look, look, look. 
Look, see the birds. 
Look, Grace, look. 

(Remaining time for review) 

Tenth Day, Review 

Look, look. 
Look, Grace, look. 
See the little birds. 
See the little birds. 
See the little birds, Grace. 
See my doll. 
See my liitle dog. 
Look, look, see my doll. 
See my doll, Grace. 
This is my doll. 
This is my little doll. 
Kate is my doll. 
Kate is my little doll. 
This is Kate. 
This is John. 
This is Ned. . 
Good morning, John. " . 
Good morning, Ned. 
John is a little boy. 
Ned is a little bo^^ 
Grace is a little girl. 



Physical Training 



Rupert F. Asplund. 
Lesson I. 



The object — to develop the body and to make it able to do 
the will of the intellect. It involves recreation and rest. The 
need of physical training for rural New Mexican children. 

Exercise i. — 

r>od> eiect, beds iog"eth'_r. feet at an angle of 60 degrees, 
chin high, eyes front, arms hanging at side — this is the posi- 
tion at the beginning of each exercise. Inhale easily and slowly, 
filling the chest. Then exhale slowly and easily. Repeat four 
times, increasing gradually from day to day to sixteen. In this 
and all following exercises, breathe deep, full breaths. 

Lesson II. 

Conditions: room well ventilated; temperature moderate; 
space for free movement; exercise, interesting; teacher en- 
thusiastic. 

Time : ten minutes regularly each day; at other times during 
the day when the children need rCvSt from study. 

Exercise 2. — 

Swing right arm front and back of hip, eight movements, 
increasing to sixteen. Then left arm.. Then alternately. 
Then simultaneously. With upper arms held at the sides, 
move right forearm up as far as possible and back to position 
eight times, increasing to sixteen. Then left fore-arm. Then 
alternately. Then simultaneously. 

. Lesson III. 

Two periods of physical development, six to nine years of 
age and nine to fourteen. The exercises should be adapted to 



COURSE OF STUDY 179 

each. A study of physical defects necessary on the part of the 
teacher. The correlation of physical training and physiology. 

Exercise 3. — 

Turn head horizontally to the right four times, then to the 
left four tiiTjes. Then alternate. 

Buw head to the. front four times, then to the right, then to 
the lefc, then back. Combine movements to front and back. 
Combine movements to right and left. 

Lesson IV. 

In the first period, the child needs such exercises as conform 
to natural activities and which tend to stimulate the circulation, 
respiration, and the nutritive functions. Large muscle groups 
cnly should be exercised. The play forms of gymnastics meet 
this requirement. Motion games. Marching. 

Exercise 4. — 

Stand erect with arms folded. Rise slowly on the toes as 
high as possible. Then lower heels slowly to the floor. Repeat 
eight times. Breathe deeply throughout the exercise. < 

Lesson V. 

In the second period, the exercises of the first period should 
be continued. Quicker, more diversified and complicated 
movements should be added. These are furnished to a large 
degree in walking and running games. 

Exercise 5. — 

Stand in the usual position (see Exercise i.) Hold arms at 
side with fingers closed. Open the fingers straight, then close 
them, eight times, increasing gradually to sixteen. Repear 
with both arms horizontal in front, then with arms vertical 
c-bove the head. 

Lesson VI. 

Correct habits in sitting, standing, walking. Form correct 
habits in running, jumping, and other exercise. Caution 
against too strenuous play. 

Exercise 6. — 

Stand erect. Place both hands closed on the chest. Extend 
right arm horizontally in front eight times. Then left. Then 
alternately. Then simultaneously. Extend arms In the same 



180 COURSE OF STUDY 

from the floor at the same time putting the right foot down 
on toe and sole. Then sprin,^- with the right foot, raising it 
2nd putting the left foot down. Reat four times, increasing to 
eight. 

Lesson IX. 

Kinds of gymnastic exercise ; head exercises, to secure cor- 
rect poise of the head and chest ; arm exercises, to secure, de- 
velopment of chest, shoulder blades and arms ; trunk exercises, 
to strenghten the spine and waist muscles ; balance movements 
lo strengthen the ankles, bringing the blood into the extremi- 
ties ; breathing exercises, to expand the chest and develop lung 
power and to improve the circulation. 

Exercise 9. — 

Bend the body to the front, horizontally, four times, holding 
the hands at the waist. Then bend the body to right four times 
manner horizontally to the right and left. Then vertically 
above the head. Then down at the sides. 

Lesson VIL 

Outdoor versus indoor gymnastics. The New Mexico 
climate and sunshine are favorable tO' open air exercise. The 
importance of the school yard. Supervision by the teacher on 
the play ground. 

Exercise 7. — 

In this exercise, short pieces of wood may be used instead 
of dumb bells. 

Stand with feet eight inches apart with a dumb bell 'or other 
weight in each hand. Bend the body with arms extended. Let 
the weights touch the floor, then raise the body to the standing 
position. Repeat eight times, increasing gradually to sixteen. 

Lesson VIIL 

^The games with and without supervision should be encour- 
aged: Baseball; wolf and sheep; drop the handkerchief; ball 
games of all sorts. Different games for boys and girls. Rules 
of play always tO' be observed. 

Exercise 8. — 

Raise right knee until the rieht foot is a foot above the 
floor. Give a spring with the left foot, raising it swiftly a iooi 



COURSE OF STUDY 181 

^s far as possible, then to the left then back. Alternate and 
combine movements. 

Lesson X. 

Results : better standing and sitting position ; correct walk- 
ing; correct breathing; better circulation; freedom of joints 
and flexibility of muscles ; greater nerve power ; self-possession 
instead of self-consciousness; more intellectualit}^, including 
clearer thinking and greater concentratioji. 

Exercise lo. — 

Devise combinations made up from the preceding exercises. 
Give exercises involving sawing, hammering and chopping 
motions. 



!?■• 



Klementary Agriculture 



(Text Book Adopted^ — Agriculture for Beginners by Burkett. 
Stevens and Hill ; Ginn & Company, Chicago, 111. ) 

Superintendent A. B. Stroup. 

Lesson I. 

Define Agriculture. Discuss its place in the economy of na- 
ture. What is the relation of Agriculture to Commerce? Manu- 
facturing? Mining? Distinguish between the science of Agri- 
culture and the practice of Agriculture. Show how they are re- 
lated. Why should Agriculture be taught in our schools ? De- 
fine Horticulture. In what way is it related tO' Agriculture? 
Name some men prominent in Agriculture and Horticulture 
and state specifically the thing for which they are best known. 
Discuss briefly the advances made in Agriculture and Horti- 
culture in the past few years. Give illustration o^f this advance. 
What is the relation of machinery to Agriculture? Discuss 
fully. 

Lesson II. 

Define soil; subsoil. How are they related? What is the 
relation of the . soil to life — both animal and plant ? Discus;? 
the origin of soil. What agencies are at work producing soil? 
Explain fully the ways in which they work and the natural 
laws that act. (Heat, cold, water, snow, ice, plants, animals). 
In every ndighborhood these agencies are at work. Point out 
their action to your pupils. What has flowing water to do 
with soil making? 

Define Humus. How is it put into the soil ? 

Discuss tillage and its relation to soil improvement. Wh}^ 
is tillage necessary? What are the implements used in tillage? 
What is the value of air in the soil? 

Of what use is water to the soil ? Explain fully. Water in the 
soil is found in three forms, free water, capillary water, and 
film water; explain each. About how much water will an acre 



COURSE OF STUDY 183 

of grass give off to the air in a day? Whence does this mois- 
ture come ? How does it get there ? 

Lesson III. 

The Campbell System of Farming is a system of scientific 
tillage by which the moisture of the soil is used to its greatest 
limit. Explain the principles upon which this system is based. 
Is it profitable to use this system of farming in other than dr>' 
regions ? AMiy ? What is the value of deep plowing? If water is 
necessary to plant life, why is it often times necessary to drain 
fields? There are nine reasons for draining. What kinds of, 
soil need draining? 

H'ow may soil be improved -^ (Cultivate well, drain well, add 
humus and plant food.) Why is manure or fertilizer necessary? 
Name some of the substances that are needed in the soil and 
give the common material in which each is found. 

Lesson IV. 

All plants are made up of root, stem and leaves; define 
each of these terms and state the work each does for the plant 
as a whole. Beginning with the root,, explain fully how the 
food is taken up by the root hairs, is carried through the stem, 
and then is acted upon in the leaves. What is the relation of 
plants to the soil? Of tillage to plants? If after tilling a crop 
the leaves of the plants droop, what conclusion would yoa 
draw? What makes them droop? Plants receive nourishment 
from the soil and the air. Explain. Define and explain Cap- 
illarv Attraction, Osmosis. 

The Legumes. Clover, peas, vetches, alfalfa, etc., have little 
l-notty, wartlike growths on the roots called tubercles. Explain 
the cause of these tubercles and the work thev do. What ele- 
ment of food do they supply? Whence does it come? Farmers 
oftentimes take earth from an old alfalfa field and haul it and 
spread it over a new alfalfa field. Why? What is meant by ro- 
tation of crops? Of what value is H to the farm? Give a sys- 
tem of crop rotation and reasons for your arrangement. How 
do plants feed from the air? What do thev take from the air? 
What does the plant do with starch and sugar? How are they 
prepared in the plant? Explain the use of the sap circulation. 
Does it correspond exactlv to the circulation of the blood m 
animals? Whv do trees, that have been girdled, die? 



184 COURSE OF STUDY 

Lesson V. 

What is the use of the flowers on the plants ? Do all plants 
have flowers? What is a flower?. Take one apart and study 
its parts. Note carefully the stamen and pistils, the stigma 
and anthers, the pollen, and the ovary. Study the office of 
each of the above parts. Discuss pollination and fertilization 
What is meant by cross-fertilization? How are the different 
varieties of the same kind of a plant developed? There are 
perhaps one hundred different kinds of wheat ; how were they 
obtained? What part do insects play in this work of fertiliza- 
tion? Why should bees be kept in an orchard? Is pollination 
ever effected by hand? What is a seed? What is fruit ? What is 
a hybrid? What is its value? 

Discuss the propogation of plants by budding, seeding and 
cutting. What is the value of each? What is layering? Explain 
its value. Discuss seed selection and explain the value of pro- 
per selection of seed. Tell of the improvement that has been 
made in wheat and corn by proper selection of seed. ' 

What are weeds ? How are weeds propag-ated ? Observe the 
need of care in having seed free from weed seed. Name some 
plant that is a weed in some countries and a profitable plant 
in others. Discuss methods of ridding fields of weeds ; the best 
time to do so. 

Lesson VL 

Discuss grafting and study the conditions necessary to make 
c successful graft. Can a peach be graftt^^d on an apple tree? 
What are the conditions that govern in this regard? What is 
the difference between budding and grafting? Explain fully 
how each is done. 

Tell how you would go about to plant an orchard. Suppose 
that there was no nursery from which to- buy trees, how 
would you grow them. Tell how thev should be planted and 
give reasons. Why are trees pruned ? Discuss fully. How and 
when should trees be pruned ? 

Lesson VH. 

Plants have diseases the same as animals do. What causes 
disease? What is mold? How does it spread? Are all molds 



COURSE OF STUDY 185 

harmful? Why is fruit heated before being canned? Tell about 
yeast and bacteria. Name some diseases of man that are caused 
by bacteria. 

How may plani diseases be prevented? 

1. By destroying all diseased leaves, twigs, or fruit. 

2. By killing spores on the seeds before planting and thus 
keep them from growing. 

3. By spraying the leaves and foliage with a poison that 
will prevent the germination of the spores. 

4. By selecting those varieties of plants that resist disease. 

5. By coating the wounds made by prunning, with tar, 
paint, or some substance that will prevent the spores from 
entering. 

6. The disease often remains in the soil and for this try 
rotation of crops, as the same disease does not attack all crops 
nlike. 

Discuss the foregoing fully. 

Study carefully a few common diseases of plants. "Fire 
blight" of pear and apple, oat and wheat, smut, the rust on oat 
and wheat, potato scab, the peach curl, the cotton wilt, and the 
truit mold. 

Lesson VIII. 

Insects are divided into two classes, beneficial and harmful 
Name some of each. Study for a few minute:? a typical insect 
to become acquainted with his make up and the way he makes 
his living. Some important things to know: i. How does 
the particular kind of insect take his food? You may be able 
then to successfully combat him. 2. What is his Hfe history? 
Is he first, G:gg, then larva, then have wings? If so, learn 
length of time in each stage. You will then be able to fight 
him. By learning all about him you know at what stage of 
his life history to make the attack. Study this life history of a 
few of the common insect pests. (San Jose scale, coddling 
moth, plum curculio, Cakeworm, ten: caterpillar, peach borer, 
from the orchard ; and the cabbage worm, chinch bug, plant 
louse, squash bug, weevil, Hessian fly, potato beetle, and to- 
bacco worm, from the garden and field.) This is a common list 
and remedies for most of them are easilv found. In this con- 
nection be sure to emphasize the value of birds to the farmer. 



186 COURSE OF STUDY 

Lesson IX. 

Make a study of farm crops .The census reports will fur- 
nish information as to the comparative value of the crops 
grown. Upon what is success in growing a crop dependent? 
Make a study of the development of some of the staple crops, 
tracing their improvement and development from the time 
they were wild plants. Cotton, corn, wheat, oats, tobacco, 
grass. 

Discuss the proper preparation of the soil, kind of soil, till- 
age, etc., that the different crops require. Of what value is 
machinery in the production of farm crops. Study the stor- 
mg of the crop and the precautions necessary for its safety. 
Emphasize the economic side of farming. The market is an im- 
portant factor to be considered by the farmer. Note that there 
are times to feed the grain and times to sell it. Note also the 
value of selling in carload lots. The farmer should be the 
best business man. Why? 

Lesson X. 

Domestic Animals; trace their development from the wild 
animal. Discuss the adaptability of the different breeds of 
common stock to the purpose for which they are raised. Which 
is it, environment or inherited tendencies, that predominate in 
producing the type? 

Study the different types of the horse, cow, sheep, and barn 
yard fowl. Note in what they differ, one type from the other, 
as the purposes for which they were bred^ differ. Learn the 
names of the different parts of a horse, cow, etc. Study the 
comparison between the length of parts. Examine in this 
way a well proportioned horse and then examine some that 
are not so well proportioned ; compare. 

Look up statistics upon the value of farm stock. What is 
the average price of the different breeds of horses, cattle, 
ibeep, hogs, chickens. Whalt does it cost to raise an animal? 
Does it pay? What kind will produce the greatest profit 
Give reasons for the answer. Give statistics upon the number 
and value of eggs sold in the United States. The number of 
pounds of butter made. Does it pay to keep chickens on a 
farm? Give reasons. 

Give some time to the care of the animals. Their shelter 
food, water. 



Civics for Nev/ Mexico 



The powers of the government of New Mexico are dis- 
tributed among three departments, the legislative, the executive 
and the judicial. 

The legislative power is vested in the governor and a legisla- 
tive assembly, consisting of a council and a house of representa- 
tives. Sessions are held biennially, commencing on the third 
Monday in January, in each oi the odd numbered years, and are 
limited by Congress to 60 days. 

The Council consists of 12 members, one from each of the 
twelve council districts. 

The House of Representatives consists of twenty-four mem- 
lers, one from each representative district. 

Members of Assembly receive $4.00 per day and mileage. 
Sj>eaker of House and President of Council receive $6 . 00 and 
mileage. 

All laws passed by the legislative department of New Mexico 
must be submitted to the Congress of the U. S. for approval. 

Executive Department. 

Governor. — The executive power of the Territory is vested 
in a governor, appointed by the president of U. S. and con- 
firmed by the Senate of the U. S. His term of office is for four 
years, unless sooner removed by the president. The Governor 
receives a salary of $6,500.00; $3,000.00 of which is paid by 
the Department of the Interior. 

Secretary. — The Secretary 'of the Territory is appointed by 
the President of U. S. and must be confirmed by U. S. Senate. 
His term of office is for 4 years, unless sooner removed by the 
President. In the absence of the Governor from the territory, 
or in case of his death, removal, resignation or other inability, 
the Secretary performs the duties of the Governor. He must 



188 COURSE OF STUDY 

record and preserve all laws passed by the legislative depart- 
Jtientof territory and transmit same to federal authorities. He 
must make a record of all executive acts of the territorial g'ov- 
ernor. His salary is $1,800.00 and fees. 

Other Executive Officers and Their Salaries. — The Gover- 
nor appoints the following executive officers : Attorney Gener- 
al. $3,500.00; Treasurer, $2,400.00; Auditor of public accounts, 
$3,000.00; Traveling Auditor and bank examiner, $3,000.00; 
Commissioner of Public Lands, $3,000.00; Superintendent of 
the Penitentiary, $2,400.00 ; Superintendent of Public Instruc- 
tion, $3,000.00; Irrigation Engineer, $2,400.00: Adjutant 
General $2,400.00; Game and Fish Warden, Si,vSoo.oo; Cap- 
tain of Mounted Police, $2,000.00 ; Librarian, $900 00. 

These officers must be confirmed by the Territorial Council. 

JUDICIAL DEPARTMENT 

The judicial department is vested in a supreme court, dis- 
trict courts, probate courts, and justices of the peace. 

Supreme Court. — The Supreme Court consists of a Chief 
justice and six Associate Justices, appointed by the President 
01 U. S. for a term of four years and all measures of court 
must be confirmed by the U. S. Senate. 

The Attorney General is an official of the judicial depart- 
ment and represents the Territory in all judicial proceedings, 
and also acts as legal advisor to all territorial officers. 

The Clerk of the Supreme Court keeps its records and is ap- 
pointed by the court and holds his office indefinitely. 

The territory is divided into seven judicial dstricts, and each 
district court is presided over by one of the Judges of the Su- 
preme Court. 

District Attorney. — The District Attorney is an officer of 
tiie judicial department and is appointed by the Governor, for a 
term of two years. 

Clerk of District Court. — Clerks of district courts are ap- 
pointed by the judges of the court for an indefinite period. . 

Probate Judge. — In every county there is a probate judge 
elected by the people for a term of two years. 

Justice Court. — In every precinct there is a Justice of the 
Peace elected for a term of two vears. 



COURSE OF STUDY 189 

COUNTIES. 

There are twenty-six counties in the Territory, and eacli 
is governed by a board of three County Commissioners, elect- 
ed by ihe people for a term of two years, and their legislative 
powers include creating precincts on petition of fifty cicizens 
of the locality where the precinct is proposed to be erected. 

Other county officers elected by the people of the several 
counties for terms of two years are as follows : 

Sheriff, Treasurer and ex-Officio Coljector, Probate Judge, 
Probate Clerk and ex-Officio Recorder, Assessor, Superinten- 
dent of Schools and County Suveyor. 

Municipal Corporations. — Municipal Corporations are of two 
classes, those of a population of 2,000 and upwards, which are 
called cities, and those with a population of from 1,500 to 
2,000 which are known as incorporated towns. Communities 
having population of 250 may incorporate as villages. 

The corporation authority in cities is vested in a mayor and 
a board of aldermen, while in towns it is vested in a board con- 
sisting of a mayor, four trustees and a recorder. 

SCHOOL SYSTEM 

Territorial Board of Education, consists of nine members, 
the Governor, Supei*intendent of Public Instruction, and seven 
members to be appointed by the Governor from the heads of 
territorial educational institutions, the President of St. Mich- 
ael's College, Santa Fe, and the superintendents of schools in 
the four cities of the Territory, ranking highest in population 
at the time the appointment is made, and two of the seven 
must not be in the active service of teaching. 

The principal, duties of Territorial Board of Education, is to 
adopt text books and grant teachers' licenses. 

The governor is the chairman of the Territorial Board of 
Education and the Territorial Superintendent of Public In- 
struct is secretary. 

The Territorial • Superintendent of Public Instruction is the 
principal educational officer and is appointed by the Governor 
for a term of two years and his appointment must be confirmed 
by the Council. 

It is his dutv to visit the various counties in the interest of ed- 
ucation, hold teachers' institutes, prepare courses of study for 



190 COURSE OF STUDY 

the public schools and for county normal institutes and tO' keep 
a ri^cord of the proceedings of the Territorial Board of Educa- 
tion. 

The County Superintendent of Public Instruction is the 
prircinal school officer of the county, and it is his duty to visit 
all the rrlools in his county as many times each year, as the 
Beard of Uducation may direct, and apportion :he general j*A 
ccunty Fv'ioc/' funds among the several school districts in tlie 
county. To have general supervision of the work o^ district" 
school officers, appoint same when vacancies occur, divide or 
organize districts under certain conditions and to endorse all 
orders for money to be paid out by district. To receive annu- 
ally a report from each district, and to make an annual report 
to the Territorial Superintendent of Public Instruction on or 
before October 15th, of each year. 

School Directors. — Each school district is governed by three 
directors, one elected each year. 

It is the duty of the Board of Directors to have general care 
and custody of all school property, provide for school sites, pay 
teachers' wages, purchase supplies, fuel, etc., and to provide for 
paying interest on school bonds. 

In cities the school interests are looked after by a Board of 
Education, consisting of two members from each ward elected 
for a term of two years, who organize and maintain a system 
of graded schools, and make levies to meet all expenses. 

School Age. 

All children between the ages of seven and fourteen, who 
are not in attendance at some private school or not under phys- 
ical disability, or who do not live more than three miles from a 
public school, are required by school officers to attend 
the public school "during the entire time such school is in ses- 
sion in each scholastic year in their respective school commun^ 
ities." 

Territorial Officers. 

Governor . WilHam J. Mills 

Secretary Nathan Jaffa 

Attorney General Frank W. Clancy 

Auditor William G. Sargent 



i 



I 



COURSE OF STUDY 191 

Treasurer Mi'^nel A. Otero 

Superintendent of Penitentiary Cl'^ofes Romero 

Superintendent of Public Instruction Jas. E. Clark 

Asst. Superintendent of Public Instruction . . Acasio Gallegos 

Librarian Lola C. Armijo 

Commission Public Lands Robert P. Ervien 

Traveling Auditor and Bank Examiner .... Chas. V. Safford 

Game and Fish Warden Thos. P. Gable 

Superintendent of Insurance Jacobo Chavez 

Oil Inspector .- . Malaquias Martinez 

Engineer (Irrigation) Vernon L. Sullivan 

Captain Mounted Police Fred Fornoff 

Judiciary. 

Chief Justice William H. Pope 

Associate Justices John R. McFie 

! Ira A. >Vbott 

Frank W. Parker 

Alfred W. Cooley 

" " Merritt C. Mechem 

^. . Edmond C. Abbott 

Clerk Jose D. Sena 

Executive Officers of New Mexico 

Hon. W. H. Andrews, Delegate to Congress .... Albuquerque 

Hon. . W. March, Surveyor General Santa Fe 

Hon. H. P. Bardshar, Col. Int. Rev Santa Fe 

Hon. D. J. Leahy, United States Attorney Las Vegas 

Hon. C. M. Foraker, U. S. Marshal Albuquerque 

Federal Officers Of United States. 

President Hon. W H. Taft 

Vice President Hon. J. S. Sherman 

Cabinet Officers. 

Secretary of State Hon. P. C. Knox 

Secretary of Treasury Hon. Franklin McVeagh 

Secretary of War Hon. J. M Dickinson 

Postmaster General Hon. F. H Hitchcock 

Secretary of Navy Hon. G. v. L. Meyer 



192 COURSE OF STUDY 

Secretary of Interior Hon. R. A. Ballinger 

Attorney General Hon. G. W. Wickersham 

Secretary of Agriculture Hon. J. S. Wilson 

Secretary of Commerce & Labor Hon. Chas. Nagel 

National Judiciary. 

Chief Justice Hon. M. W. Fuller 

Associate Justice Hon. John M. Harlan 

Hon. E D. White 

" Hon. Joseph McKenna 

Hon. O. W. Holmes 

' Hon. W. R. Day 

Hon. W. H. Moody 

" Hon. Charles A. Hughes 

Hon. C. L. Lurton 

Educational Institutions of New Mexico 

University of New Mexico Albuquerque 

College of Agriculture and Mechanic Arts Las Cruces 

New Mexico Normal School Silver City 

New Mexico Spanish-American Normal School .... El Rito 

New Mexico School of Mines Socorro 

New Mexico Military Institute Roswell 

Institute For Deaf and Dumb Santa Fe 

Institute For Blind Alamogordo 

Museum of New Mexico Santa Fe 

Other Territorial Institutions. 

New Mexico Insane Asylum Las Vegas 

New Mexico Penitentiary Santa Fe 

New Mexico Reform School Springer 

Miners' Hospital of New Mexico Raton 

School Lands. 

By the Organic Act establishing the Territory approved 
Sept. 9th, 1850 and declared in force December 13, 1850, the 
Federal Government granted sections 16 and 36 in each town- 
ship to> the schools of the territory. These sections cannot be 
sold, but the income from leasing is considerable and such in- 
come is apportioned among the counties of the territory in pro- 



I 



COURSE OF STUDY 



193 



portion to the number of children in each county. The county 
superintendent in turn apportions amount received by county 
among the districts according to number of children in ihe sev- 
eral districts. The number of acres included in this grant 
amounts to 4240080. The bill now before congress contem- 
plates reserving sections 2 and 32 also for scho'ol purposes. • 
By the Act of Congress approved June 21, 1898, the folloAV- 
ing grants v^ere made to the educational institutions : 

Acres. 

University ' 11 1080 

Agricultural College looooo 

Normal Schools looooo 

School of Mines 50000 

Mililary Institute 50000 

Reform School 50000 

Blind Asylum 50000 

Deaf and Dumb Asylum 50000 

Some Important Provisions of the Statehood bill 
NOW Before the Senate of the United States 

The qualified electors of New Mexico.to choose delegates to 
frame the constitution. 

Convention for the purpose of framing the constitution for 
the proposed state of New Mexico. 

Within thircy days after the approval of the statehood act, 
the Governor of New Mexico shall order an election for choos- 
ing delegates to the convention; said election to be held not 
earlier than sixty days nor later than ninety days after approval 
of the act. 

Delegates elected shall meet in the Hall of Representatives 
at Santa Fe at twelve o'clock on the fourth Monday after their 
election and shall remain in session not more than sixty days. 
After organization the}^ shall declare on behalf of the people 
that they adopt the Constitution of the United States and may 
then proceed to frame the constitution which should be republi- 
can in form and make no disinction in civil or political rights 
on account of race or color and shall not be repugnant to the 
Constitution of the United States and the principles of the 
Declaration of Independence. 

The state convention shall provide by ordinance irrevocable 
without the consent of the United States and the people of said 



194 COURSE OF STUDY 

State that there shall be toleration of religious sentiment, prohi- 
bition of polygamous or plural marriages, and the prohibition oi 
sale, barter, or giving of intoxicating liquor to the Indians and 
that provision shall be made for the establishment and main- 
tenance of a system of public schools ; that the state shall never 
enact any law restricting or abridging the right of suffrage on 
account of race, color, or previous condition of servitude and 
that ability to read, write, speak, and understand the English 
language sufficiently well to conduct the duties of the office 
without the aid of an interpreter shall be a necessary qualifica- 
tion of all state officers and members of the state legislature. 

That the capital of the state until changed by electors shajl 
be at the city of Santa Fe; that no election shall be called for 
this purpose prior to the 31st day of December, 1925. 

( There are other provisions which may not be changed with- 
out the consent of the United States aside from those men- 
tioned. ) 

When the constitution has been made in accordance with 
principles laid down by the Senate bill, the convention shall pro- 
vide for the submission of said constitution to the people of 
New Mexico for ratification at an election which shall be held 
on the dare named by said convention not earlier than sixty 
days nor later than ninety days after said convention adjourns. 
If a majority of the legal votes cast at the election shall reject 
ihe constitution, the Governor of the Territory shall reassemble 
the convention at a date not later than twenty days after the 
aate of receipt by the Governor of documents showing such re- 
jection and a new constitution shall be framed and the same 
proceedings shall be taken in regard thereto as if the constitu- 
tion were being oriignally prepared. 

When the convention shall have been duly ratified and certi- 
fied to the President of the United. States and to Congress for 
approval and if Congress approves the constitution and the 
separate provisions thereof or if the President approves the 
same and Congress fails to disapprove same during the next 
regular session thereof, the President shall certify said facts to 
the Governor of New Mexico who shall, within thirty days after 
receipt of said notification from the President of the United 
States issue his proclamation for the election of the state and 
county officers, the members of the state legislature and repre- 
sentatives of Congress and all other officers provided for in 



COURSE OF STUDY 195 

said constitution. Said election to take place not earlier than 
sixty days nor later than ninety days after the proclamation 
by the Governor ordering same. If admitted mider the proposed 
bill New Mexico will have *two representatives in Congress 
elected at large. When the election of state and county officers, 
members of the legislature, and representatives to Congress, 
and other officers shall have been properly elected and then- 
election certified, the Governor of the Territory of New Mexico 
shall certify the result of said election to the President of the 
United States who thereupon shall immediately issue his procla- 
mating announcing the result of said election and upon the is- 
suance of said proclamation of the President of the United 
States the proposed state of New Mexico shall be deemed ad- 
mitted by Congress into the Union by virtue of this act on 
equal footing with other states. Until the state is so admitted 
the county and territorial officers of said territory including the 
Delegate in Congress thereof elected at the general election of 
1908 shall continue to discharge the duties of their respective 
offices in force in the territory, provided that no session of the 
territorial legislative assembly shall be held in 19 10. 

The proposed bill provides for the granting of Sections 2, 
J 6, 32, and 36 in every township for the support of the com- 
mon schools. 

The bill provides for the following grants for educational in- 
stitutions : University, two hundred thousand acres ; for schools 
and asylums for deaf, dumb and blind, one hundred thousand 
acres ; normal schools, two hundred thousand ; agricultural and 
mechanic arts college, one hundred fifty thousand acres. (The 
national appropriation heretofore annually paid for the Agri- 
cultural and Mechanical College to said territory, shall, until 
lurther order of Congress continue to be paid to said state 
for the use of said institution) ; the School of Mines, one hun- 
dred fifty thousand acres ; Military Institutes, one hundred 
thousand. 

Schools, colleges, and universities thus provided for shall 
remain under the exclusive control of said state and no part of 
the proceeds arising from the sale or disposal of any lands 
granted herein for educational purposes shall be used for the 
support of sectarian or denominational schools, colleges, or uni- 
versities. 



196 COURSE OF STUDY 

Five per cent of the proceeds of sales of public lands lying 
within said state which shall be sold by the United States, after 
deducting all expenses of such sales, shall be paid 
to said state to be used as permanent inviolable fund, the in- 
terest of which only shall be expended for the support of the 
common schools in said state. 

Lands east of the line between ranges i8 and 19, east of the 
New Mexico principal meridian shall not be sold for less than 
five dollars per acre. The lands west of said line shall not be 
sold for less than three dollars per acre. 

The state when admitted shall constitute one judicial dis- 
trict and the said district shall for judicial purposes, be attach- 
ed to the eighth judicial district. 

Members of the legislature elected at the election may as- 
semble at Santa Fe, organize, and elect two Senators of the 
United States in the manner now prescribed by the constitu- 
tion and the laws of the United States. 

The sum of one hundred thousand dollars or so much there- 
of as may be necessary is appropriated from the United States 
treasury to defray all and every kind and character of expense 
mcident to the elections and convention provided for in the bill. 



I 



8UGGE88 



* 'He has achieved success who has lived well, laughed often, 
and loved much; 

Who has gained the trust of pure women and the love of 
little children; 

Who has filled his niche and accomplished his task; 

Who has left the world better than he found it, whether by 
an improved poppy, a perfect poem, or a rescued soul; 

Who has never lacked appreciation of earth's beauty, or 
failed to express it; 

Who has always looked for the best in others and given 
thebest he had; 

Whose life is an inspiration; 

Whose memory a benediction." 



